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Cambridge Assessment International Education


Cambridge International General Certificate of Secondary Education

HISTORY 0470/11
Paper 1 May/June 2019
2 hours
No Additional Materials are required.
* 1 6 8 6 7 3 2 3 4 6 *

READ THESE INSTRUCTIONS FIRST

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

Answer three questions.


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

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

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

This document consists of 10 printed pages, 2 blank pages and 1 Insert.

DC (ST) 168976/1
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SECTION A: CORE CONTENT

Answer any two questions from this Section.

1 It took a long time for Italian unification to be achieved.

(a) Describe what happened in Rome in 1848–9. [4]

(b) Why was Garibaldi important to Italian unification? [6]

(c) ‘Factors external to Italy rather than internal factors explain why Italian unification took so
long.’ How far do you agree with this statement? Explain your answer. [10]

2 German unification was brought about by a combination of factors.

(a) Describe the hopes of German liberals and nationalists in 1848. [4]

(b) Why was the crisis over Schleswig-Holstein in 1863–4 important for Bismarck? [6]

(c) ‘The Austro-Prussian War was more important than the Franco-Prussian War in the
achievement of German unification.’ How far do you agree with this statement? Explain your
answer. [10]

3 Slavery was one of the most important causes of the American Civil War.

(a) What was the Kansas-Nebraska Act of 1854? [4]

(b) Why did slavery exist in the Southern states? [6]

(c) ‘Reconstruction failed to bring improvements to the lives of former slaves.’ How far do you
agree with this statement? Explain your answer. [10]

4 In the early part of the twentieth century Europe drifted towards war.

(a) What was the Alliance System? [4]

(b) Why was there a crisis over Bosnia and Herzegovina in 1908–9? [6]

(c) ‘Austria and Russia were equally to blame for the outbreak of the First World War.’ How far do
you agree with this statement? Explain your answer. [10]

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5 The Paris peacemakers had a difficult task.

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

(b) Why did the Treaty of Versailles cause difficulties for Germany up to 1923? [6]

(c) ‘The Paris peacemakers did as well as could be expected in the circumstances of 1919–20.’
How far do you agree with this statement? Explain your answer. [10]

6 The League of Nations struggled to maintain peace.

(a) Describe one failure of the League of Nations in the 1920s. [4]

(b) Why did hostilities between Japan and China break out in 1931? [6]

(c) How far was the response of the League of Nations to the Italian invasion of Abyssinia
justified? Explain your answer. [10]

7 Many issues divided the wartime allies after the end of the Second World War.

(a) What was the Berlin Airlift? [4]

(b) Why was it harder for the Allies to reach agreement at Potsdam than it had been at Yalta?
[6]

(c) Who was more to blame for the Cold War, the USA or the USSR? Explain your answer. [10]

8 Both Iran and Iraq saw much violence in the period 1970 to 1991.

(a) What was Operation Desert Storm? [4]

(b) Why were Iran and Iraq at war by 1980? [6]

(c) Was the Shah a reforming or a repressive ruler of Iran? Explain your answer. [10]

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SECTION B: DEPTH STUDIES

Answer any one question from this Section.

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

9 Much of the fighting in the First World War was done in the trenches.

(a) What happened at the Battle of Verdun? [4]

(b) Why was the fighting on the Western Front based around trench warfare? [6]

(c) ‘The use of gas had more of an impact than the tank on the course of the war.’ How far do you
agree with this statement? Explain your answer. [10]

10 The First World War was fought on several fronts.

(a) Describe what happened in the Gallipoli campaign. [4]

(b) Why was the Home Front important to Britain’s war effort? [6]

(c) ‘Defeats on the battlefield were the main reason why Russia left the war.’ How far do you
agree with this statement? Explain your answer. [10]

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DEPTH STUDY B: GERMANY, 1918–45

11 The Weimar Republic faced problems from the very beginning.

(a) Describe what happened in the Kapp Putsch. [4]

(b) Why was the French occupation of the Ruhr in 1923 important for Germany? [6]

(c) ‘The Weimar Republic had few achievements.’ How far do you agree with this statement?
Explain your answer. [10]

12 The coming of war in 1939 changed many things in Nazi Germany.

(a) Describe how women contributed to the German war effort. [4]

(b) Why did the Nazis introduce a war economy? [6]

(c) ‘The existence of the Hitler Youth ensured that the Nazis were successful in winning the
support of young people.’ How far do you agree with this statement? Explain your answer.
[10]

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DEPTH STUDY C: RUSSIA, 1905–41

13 The Bolsheviks seized power in 1917 and then managed to consolidate their position.

(a) What reforms did the Provisional Government introduce in 1917? [4]

(b) Why was Trotsky important to the Bolshevik victory in the Civil War? [6]

(c) ‘It was the mistakes of the Provisional Government that enabled the Bolsheviks to seize
power in 1917.’ How far do you agree with this statement? Explain your answer. [10]

14 After he came to power Stalin decided to introduce collectivisation into the Soviet Union.

(a) What was collectivisation? [4]

(b) Why did Stalin move against the kulaks? [6]

(c) ‘Stalin’s policy of collectivisation was a disaster.’ How far do you agree with this statement?
Explain your answer. [10]

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DEPTH STUDY D: THE USA, 1919–41

15 In the 1920s the American economy boomed.

(a) Describe the new industries that developed in the USA in the 1920s. [4]

(b) Why did the boom fail to benefit all Americans? [6]

(c) ‘Government policies were the main reason why the American economy boomed during the
1920s.’ How far do you agree with this statement? Explain your answer. [10]

16 There were many different reactions in the USA to the New Deal.

(a) Describe how the Agricultural Adjustment Administration (AAA) benefited farmers. [4]

(b) Why did Roosevelt introduce the Second New Deal? [6]

(c) ‘It is surprising that there was opposition to the New Deal.’ How far do you agree with this
statement? Explain your answer. [10]

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DEPTH STUDY E: CHINA, c.1930–c.1990

17 Many aspects of life in China were changed in the 1950s.

(a) Describe how communes were meant to contribute to China’s industrial production. [4]

(b) Why did Mao think that social reforms were needed in China in the 1950s? [6]

(c) ‘Mao’s agricultural policies were successful.’ How far do you agree with this statement?
Explain your answer. [10]

18 The nature of communist rule in China has changed over time.

(a) What were Deng Xiaoping’s Four Modernisations? [4]

(b) Why did Mao introduce the Hundred Flowers campaign? [6]

(c) ‘The Cultural Revolution was a mistake.’ How far do you agree with this statement? Explain
your answer. [10]

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

19 By 1940 black South Africans still did not share in the growing prosperity of South Africa.

(a) Describe how gold mining contributed to the South African economy before 1945. [4]

(b) Why did black South Africans have fewer rights than white South Africans by 1940? [6]

(c) How far was the victory of the National Party in the 1948 election a surprise? Explain your
answer. [10]

20 It was clear by the late 1980s that both apartheid and minority rule were doomed.

(a) Describe the part played by Chief Buthelezi in the 1994 general election. [4]

(b) Why did P W Botha’s reforms of 1979 to 1989 fail to satisfy black South Africans? [6]

(c) ‘By 1990 de Klerk had no choice but to end minority rule.’ How far do you agree with this
statement? Explain your answer. [10]

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10

DEPTH STUDY G: ISRAELIS AND PALESTINIANS SINCE 1945

21 The years 1944–48 were ones of violence for Palestine.

(a) What was the UNO partition plan? [4]

(b) Why did the Irgun and the Stern Gang conduct a campaign of violence in Palestine in
1944–48? [6]

(c) ‘Israel won the war of 1948–9 because the Arab nations were divided.’ How far do you agree
with this statement? Explain your answer. [10]

22 The issue of Palestinian refugees has been a major aspect of the Arab-Israeli conflict.

(a) Describe the actions of Palestinian terrorists in the 1970s. [4]

(b) Why were there so many Palestinian refugees by 1970? [6]

(c) ‘The Arab states gave little support to the Palestinian cause.’ How far do you agree with this
statement? Explain your answer. [10]

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

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

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

© UCLES 2019 0470/11/M/J/19


Cambridge Assessment International Education
Cambridge International General Certificate of Secondary Education

HISTORY 0470/11
Paper 1 May/June 2019
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

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

This document consists of 95 printed pages.

© UCLES 2019 [Turn over


0470/11 Cambridge IGCSE – Mark Scheme May/June 2019
PUBLISHED
Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

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

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GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

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GENERAL INSTRUCTIONS

Applying the Mark Scheme


• When marking a response the overall criteria to be considered should be – ‘How good is this response to this question?’
• The ‘Level Descriptor’ should be used to decide the Level into which the quality of the answer fits.
• Exhaustive lists of possible facts are not given in the mark scheme, as there is often a choice of factual knowledge that candidates may use.
• WHERE EXAMPLES OF RESPONSES ARE GIVEN, THESE ARE NOT PRESCRIPTIVE, BUT ARE INTENDED AS A GUIDE. It is not
possible to cover every possible type of response within a levels of response mark scheme and examiners are expected to use their
professional judgement at all times in ensuring that responses are placed in the correct levels and given an appropriate mark within that level.
If you cannot resolve the issue please contact your team leader.
• Marking must be positive. Marks must not be deducted for inaccurate or irrelevant parts of answers. In itself, poor use of historical terminology,
spelling, grammar or handwriting does not affect the mark. The overall quality of the answer to the question should be judged.
• If a candidate reaches a particular level s/he must be rewarded with a mark within that level. It is not necessary to work through the levels.
• The full range of marks should be used. Do not be afraid to award full marks or no marks. Failure to do this will seriously affect the distribution
of marks. Be prepared to reward candidates who show any level of understanding. The mark scheme starts from basic acceptable response.
Where a band of marks is indicated for a level these marks should be used with reference to the development of the answer within that level

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

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Question Answer Marks

1(a) Describe what happened in Rome in 1848–9. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Pope Pius was elected.’


‘Pius passed reforms such as introducing non-churchmen into his government.’ ‘Pius issued a new constitution.’
‘Pius released political prisoners.’
‘In his Allocution Pius said he did not want to be the leader of any Italian confederation.’
‘In 1849 Pius appointed Pellegrino Rossi as prime minister to act against the liberals.’
‘Rossi was murdered in 1849.’
‘There was an uprising against the Pope and he fled.’
‘There were elections and a Roman Republic was declared.’
‘Mazzini arrived and became part of the triumvirate ruling Rome.’
‘Reforms were passed.’
‘Censorship was ended.’
‘A French army laid siege to Rome with Garibaldi leading the resistance to the French.’
‘In July 1849 the French entered Rome.’
‘The Republic was ended.’

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

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Question Answer Marks

1(b) Why was Garibaldi important to Italian unification? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Garibaldi was very important because in 1860 he conquered Sicily and then went on to take Naples. His decision to hand
over all these gains in the south of Italy to Piedmont was crucial to unification. Piedmont already ruled much of northern Italy
and when Garibaldi handed over his conquests it meant much of Italy was now under the rule of the same monarch. It forced
Piedmont to consider unifying the whole of Italy which it hadn’t really aimed at before.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Garibaldi’s actions with the Thousand inspired many Italians to support unification.’
‘Garibaldi’s decision to support the Piedmontese monarchy made it much stronger and helped it unify Italy.’
‘Garibaldi’s conquest of Sicily and Naples helped bring about Italian unification.’
‘Garibaldi’s exploits made him an international hero and this strengthened the cause of Italian unification.’
‘Garibaldi’s actions forced Cavour to consider Italian unification.’
‘Garibaldi forced Cavour to act in the south.’
‘Garibaldi was important because he highlighted the cause of Italian nationalism and turned it into a glorious idea.’
‘Garibaldi’s victories against the Austrians were important.’
‘Garibaldi helped Italy win Venetia.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Garibaldi was important to Italian unification because he encouraged lots of people to support it.’

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

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Question Answer Marks

1(c) ‘Factors external to Italy rather than internal factors explain why Italian unification took so long.’ How far do you 10
agree with this statement? Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The power of Austria helped hold up unification. Austria dominated Italy until the late 1850s. It was in Austria’s interests
to keep Italy divided and to keep control of its provinces in Italy. It received much of its tax income from its Italian lands and
Italian independence might threaten the stability of the rest of the Austrian Empire. This is why when the Austrian army was in
retreat in 1848 the Austrians sent reinforcements and Charles Albert was defeated at Custoza. Austria was determined to
hold on to its Italian lands and keep Italy divided.’
OR
e.g. ‘Internal factors were most important. Italy was divided in lots of ways and this made unification difficult. Only a few
Italians spoke Italian. Most spoke their own local dialect which was often nothing like Italian. There were also class divisions in
Italy. Many people were peasants living in poverty and they were more interested in food than unification. They had little in
common with the middle class liberals who wanted unification. These factors made it difficult for Italy to develop a sense of
Italian identity.’

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Question Answer Marks

1(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Pope Pius IX’s failure in 1848 to support unification was a blow to hopes for unification.’
‘For a long time Piedmont and Cavour were not really interested in Italian unification.’
‘An important external factor was Austria’s power and control which was a problem for a long time.’
‘Most countries wanted to keep the balance of power and this meant helping Austria to hold on to its power.’
‘An important internal factor making unification difficult was that Italy did not have a common language.’
‘An internal factor was that Italy was divided socially.’
‘Most people’s loyalties were local ones.’
‘An important internal factor was that Cavour and Garibaldi would not work together.’
‘Internal factors were more important. Mazzini was a dreamer and totally impractical.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The real problems for Italian unification were in Italy itself where there was not much support for it.’

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

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Question Answer Marks

2(a) Describe the hopes of German liberals and nationalists in 1848. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Abolish censorship.’


‘Written constitutions.’
‘A German parliament.’
‘A written constitution for the whole of Germany.’
‘Most men should have the vote.’
‘A German constitutional monarch.’
‘A unified Germany.’
‘To get rid of oppressive Austrian rule.’

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

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Question Answer Marks

2(b) Why was the crisis over Schleswig-Holstein in 1863–4 important for Bismarck? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘This crisis was important because it actually led to Prussia dominating north Germany. At the end of the crisis, Austria
and Germany agreed to share the governing of Schleswig and Holstein. This agreement gave Bismarck an opportunity to find
an excuse for going to war against Austria. He first made an alliance with Italy and then accused Austria of breaking the
agreement over the running of Schleswig and Holstein. This led to war with Austria, with Austria and other northern states
being defeated. This gave Prussia domination over north Germany and the new North German Confederation and destroyed
the power of Austria in Germany.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Prussia led in this crisis and Austria followed.’


‘It showed the weakness of the German Confederation.’
‘Bismarck won the support of Prussian liberals.’
‘It led to Austrian defeat by Prussia.’
‘It meant Prussia had control over Schleswig.’
‘It allowed Bismarck to pick a fight with Austria later.’
‘It was important for Bismarck because it put Prussia in a strong position.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was important for Bismarck because it helped him.’

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

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Question Answer Marks

2(c) ‘The Austro-Prussian War was more important than the Franco-Prussian War in the achievement of German 10
unification.’ How far do you agree with this statement? Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The Austro-Prussian War was more important because it meant that Austria was no longer important in Germany.
Austria and Prussia had been rivals for decades over who was going to be the leading country in Germany. When Prussia
defeated Austria in 1865, it meant that any German unification could only take place under Prussia. The Austrian-led German
Confederation was dead and a new North German Confederation under Prussian leadership was set up. Austria no longer
had any power in Germany. The war decided that German unification could only take place under Prussia.’
OR
e.g. ‘France had to be dealt with before German unification could be completed. The clumsy French handling of the
Hohenzollern candidature allowed Bismarck to provoke France into a war. This meant that the southern states of Germany
were now ready to ally with Prussia and north Germany. Even powerful states like Bavaria saw there was no alternative.
Prussian victory in the war meant that the wartime alliance would be permanent and German unification resulted. This is why
the war with France was important.’

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Question Answer Marks

2(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The Austro-Prussian War made Prussia the leader of Germany.’


‘The Austro-Prussian War meant that German unification would take place under Prussia.’
‘Prussia now dominated north Germany.’
‘Prussia gained Hanover.’
‘Prussia gained Frankfurt.’
‘Prussia gained Alsace and part of Lorraine.’
‘It meant that Prussian liberals now supported Bismarck.’
‘The war with France meant southern German states allied with Prussia.’
‘The war left France so weak it could not stand in the way of unification.’
‘Prussia’s war with France left Prussia totally dominant in Germany and so unification was inevitable.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Both of these wars were crucial for the achievement of German unification. It would not have happened without them.’

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

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Question Answer Marks

3(a) What was the Kansas-Nebraska Act of 1854? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Kansas and Nebraska became territories of the USA.’


‘It allowed settlers of a territory to decide if slavery would be allowed.’
‘It dealt with controversial issues such as slavery, western expansion and the building of a transcontinental railroad.’
‘It was designed to deal with the issue of slavery in the Kansas and Nebraska territories.’
‘It dissolved the Missouri Compromise.’
‘It divided the Nebraska territory into two: Kansas and Nebraska.’

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

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Question Answer Marks

3(b) Why did slavery exist in the Southern states? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Slavery existed because in the first part of the nineteenth century there was a massive expansion in growing cotton in the
Southern states. High demand from Britain pushed prices up and made it very profitable and new plantations were created.
These needed a large amount of unskilled labour and slaves were regarded as ideal for this. By 1860, over half of all
American slaves worked on cotton plantations.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Slaves were shipped from Africa in the seventeenth and eighteenth centuries.’
‘Slaves worked on the cotton and tobacco plantations in the South.’
‘The expansion of cotton production depended on slave labour.’
‘Southerners believed there would be economic collapse without slavery.’
‘Southerners believed it was morally right.’
‘Slaves were regarded as essential for the South’s economic development.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Slavery existed in the South because the people there thought it was right.’

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

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Question Answer Marks

3(c) ‘Reconstruction failed to bring improvements to the lives of former slaves.’ How far do you agree with this 10
statement? Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The Freedmen’s Bureau helped black people in the South. It helped them find family members who had become
separated during the war. It provided black people with health care, clothing, education and jobs. It had agents who monitored
local courts to make sure that black people got justice.’
OR
e.g. ‘The Ku Klux Klan was formed to fight for white rights. From the 1860s it grew rapidly. It carried out intimidation and terror
against black people. It attacked black schools and churches. It was difficult for the authorities to deal with them because
witnesses were afraid to testify and juries often let them off.’

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Question Answer Marks

3(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Black people were given the vote.’


‘Black people were elected to Congress and state legislatures.’
‘The Freedmen’s Bureau helped former slaves.’
‘Many white people in the South remained racist.’
‘There was still violence against black people by white people.’
‘Black people gained some independence by becoming sharecroppers.’
‘The Ku Klux Klan caused problems for former slaves.’
‘The 1875 Civil Rights Act tried to ban discrimination by hotels and railroads.’
‘There was much intimidation of black people on election days.’
‘There was no redistribution of land.’
‘Most black people owned little land and so were very poor.’
‘Black sharecroppers lived in permanent debt.’
‘Black people did have more control over their lives than under slavery.’
‘There was a redistribution of income.’
‘Slowly some black farmers increased the amount of land they owned.’
‘Black people were free to move to Northern cities or out West.’
‘The Jim Crow laws introduced segregation.’
‘Many black people were disenfranchised by new laws.’
‘Black people were able to set up their own churches and clubs.’
‘The Freedmen’s Bureau was shut down in the 1870s.’
‘Local laws made sure savage punishment was given to black people.’
‘Black schools did increase the literacy rate.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Reconstruction did not help the former slaves much. In fact, in some ways it made things worse.’

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

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Question Answer Marks

4(a) What was the Alliance System? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘It divided Europe into two power blocs.’


‘The Triple Alliance between Germany, Austria and Italy.’
‘The Triple Entente between Britain, France and Russia.’
‘Countries in an alliance promised to support each other if they were attacked.’
‘Many alliances contained secret clauses which increased international tension and suspicion.’
‘It had the effect of spreading disputes to involve more countries.’

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

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Question Answer Marks

4(b) Why was there a crisis over Bosnia and Herzegovina in 1908–9? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘There was a crisis because gradually Austria had taken more and more control over Bosnia and Herzegovina. However,
a new pro-Russian regime in Serbia also wanted to take them over. This meant that relations between Austria and Serbia
grew worse. When Austria annexed the two territories in 1908, Serbia protested strongly and thought it would be supported by
Russia.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘In 1908, Russia and Austria met and the Austrians claimed that Russia had agreed to the annexation.’
‘The Russians claimed that in the meeting there was no hint that the annexation would happen soon.’
‘Austria annexed Bosnia and Herzegovina.’
‘Serbia had claims over the two provinces as well.’
‘Russia and Serbia protested when Austria annexed Bosnia and Herzegovina.’
‘There was a possibility that Serbia would declare war on Austria in 1908.’
‘Russia was unwilling to go to war to support Serbia, leaving Serbia looking for revenge.’
‘The alliance system meant Britain and France became involved.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘There was a crisis because it created much tension in a difficult situation.’

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

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Question Answer Marks

4(c) ‘Austria and Russia were equally to blame for the outbreak of the First World War.’ How far do you agree with this 10
statement? Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think Austria was mainly to blame. It was afraid its empire was disintegrating. It saw Russia’s ambitions in the Balkans
and Serb nationalism as the two big threats. When Archduke Franz Ferdinand of Austria was assassinated by a Serb group,
this gave Austria its chance to have a limited war against Serbia. It hoped that German support would persuade Russia not to
get involved. Austria thought this was an opportunity to deal with Serbia. The demands it made of Serbia were impossible to
fulfil and it was clear Austria was using it all as an excuse for aggression against Serbia. When Serbia did not agree to all the
demands, Austria quickly declared war on Serbia. It was not long before Russia, Germany, France and Britain were dragged
in.’
OR
e.g. ‘It was Russia’s support for Serbia that caused the First World War. Russia was stirring up the Slavs and Serbia would
never have gone as far as it did without Russian support. Finally, it was the Russian decision to mobilise in July that caused
the Serbs to reject the ultimatum. They would not have felt as confident if they had not got Russian support, and it was the
Russian general mobilisation at the end of July that made the Germans mobilise and declare war.’

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Question Answer Marks

4(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘There was an Austrian ultimatum to Serbia making ten demands.’


‘Austria was determined to deal with Serbia.’
‘Austria was ready to risk a local war with Serbia.’
‘Russia mobilised.’
‘Austria declared war on Serbia.’
‘There was Russian support for Serbia.’
‘Austria took risks because it knew it had German support.’
‘Russia had ambitions in the Balkans.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think they were both to blame because it was the actions of both of them that led to war.’

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

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Question Answer Marks

5(a) What were the terms of the Treaty of Sèvres? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 4

e.g. ‘The Treaty abolished the Ottoman Empire.’


‘Turkey lost all non-Turkish territory.’
‘Turkey lost its East Mediterranean lands. They became English and French mandates.’ ‘Smyrna and part of Thrace were
given to Greece.’
‘Greece was given Adrianople.’
‘The Straits of the Dardanelles and the Bosphorus were opened to ships of all nations.’
‘Arabia was made independent.’
‘An independent Armenian state was created.’
‘Kurdistan would be autonomous.’
‘The Allies would keep troops in Turkey.’
‘The Allies were to control Turkey’s finances.’
‘The Turkish army was restricted to 50 700 men.’
‘The navy was restricted to seven sloops and six torpedo boats.’
‘Turkey could not have an air force.’
‘The Straits from the Dardanelles to the Sea of Marmara were demilitarised.’
‘The Straits were placed under League of Nations control.’

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

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Question Answer Marks

5(b) Why did the Treaty of Versailles cause difficulties for Germany up to 1923? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The War Guilt Clause caused much discontent in Germany. It was included in the Treaty at the insistence of the Allied
lawyers. They wanted to establish a legal basis for reparations: if you cause damage and it is entirely your fault, then you
must pay compensation. Germany was adamant they could not pay large sums of money in reparations. The Germans were
adamant that they were not totally responsible for starting the war. They felt that other countries such as Britain and Russia
were also to blame. They felt they were being blamed because they lost and this caused great discontent in Germany. This
meant the Weimar Republic was unstable from the very beginning.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The Germans felt the Treaty was a ‘Diktat’, not a negotiation.’
‘Many Germans were not aware that Germany had surrendered; they thought they had stopped fighting to make peace.’
‘They felt they were treated as a defeated nation.’
‘The Germans hated having to accept full blame for starting the war.’
‘The Germans had to pay reparations.’
‘The Germans were deprived of important industrial areas, such as the Saar.’
‘The Germans claimed the Allies were trying to bankrupt Germany with high reparations.’
‘They thought the loss of 7 million subjects was too harsh.’
‘They thought the loss of 13% of their territory was too harsh.’
‘They resented the losses to Poland as it split Germany in two.’
‘Germany was left defenceless against France.’
‘The new Weimar Republic was blamed for the terms of the treaty.’

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Question Answer Marks

5(b) Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Germans felt the Treaty was far too harsh.’

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

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Question Answer Marks

5(c) ‘The Paris peacemakers did as well as could be expected in the circumstances of 1919–20.’ How far do you agree 10
with this statement? Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The peacemakers had a very difficult job to do and they did quite well. There were many problems. The French were
worried that Germany could invade them again, and wanted a very harsh treaty, but Britain and the USA disagreed. They had
to compromise. The Treaty of Versailles gave France some security, because the Rhineland was demilitarised and the
German armed forces greatly reduced.’
OR
e.g. ‘The peacemakers should have done a lot better. The punishment of Germany was far too harsh. The reparations, the
war guilt clause and the territorial clauses left Germany with lots of grievances for which it would want revenge later. These
terms weakened the new regime in Germany and meant that it struggled from the beginning. The German people looked to
extremist groups who promised to get rid of the Treaty of Versailles and make Germany great again. The Paris peacemakers
did not ensure a long lasting peace.’

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Question Answer Marks

5(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Clemenceau had been made to moderate his approach towards Germany.’
‘Germany’s economy would be able to contribute to British trading.’
‘Germany would still be strong enough to stop the spread of communism.’
‘It was a mistake to place some German speaking areas under the rule of other countries.’
‘The creation of the League of Nations was a hope for future peace.’
‘Germany was left with many grievances such as reparations.’
‘The Treaty weakened the new regime in Germany.’
‘Self-determination did not apply to some areas.’
‘Britain, France and Japan grabbed Germany’s colonies for themselves.’
‘The League of Nations was too weak.’
‘It was difficult from the start because Britain, France and the USA had such different ideas.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Treaty had many weaknesses and they should have done better.’

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

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Question Answer Marks

6(a) Describe one failure of the League of Nations in the 1920s. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The League failed to deal with Italian aggression in Corfu.’


‘Mussolini demanded compensation.’
‘Greece refused to pay compensation and so Mussolini bombarded and occupied Corfu.’
‘The League failed to condemn Italy.’
‘Greece was made to apologise and pay compensation.’
‘Mussolini got round the League by going to the Conference of Ambassadors.’
‘The League failed to deal with the Vilna dispute.’
‘The League asked Polish troops to withdraw from Vilna. They refused.’

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

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Question Answer Marks

6(b) Why did hostilities between Japan and China break out in 1931? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Both Japan and China wanted Manchuria. It was officially part of China but China was weak and could hardly keep
control of it. However, China was beginning to regain control of the area from warlords and Chinese settlers were moving in
because of the land and work there. This directly conflicted with Japan’s aims. It wanted to build an empire to increase trade
and grow more food. Manchuria was the obvious place to choose as it already controlled part of it.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Manchuria was rich in natural resources like coal and iron ore.’
‘China was weak at the time.’
‘Japan needed to expand and to produce more food.’
‘Japan saw an opportunity to take control of Manchuria.’
‘The Mukden incident – which led to the two sides shooting at each other.’
‘The Mukden incident gave the Japanese the excuse they needed.’
‘Japan already had troops in Manchuria which the Chinese resented.’
‘The Japanese army was keen to expand and build an empire.’
‘The Depression had put the Japanese economy into crisis and a solution was needed.’
‘The Chinese wanted to settle people in Manchuria.’
‘The Japanese army was no longer under the control of the Japanese government.’
‘It was due to the Wall Street Crash.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Hostilities broke out because they both wanted control of the same territory.’
‘It was due to self-interest.’

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

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Question Answer Marks

6(c) How far was the response of the League of Nations to the Italian invasion of Abyssinia justified? Explain your 10
answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think the response of the League was justified. It was important to keep Mussolini from getting too close to Hitler. In
1935, Britain and France had signed the Stresa Pact with Italy. They agreed to stop Germany changing the Treaty of
Versailles any more. By this time Hitler had announced he was building up Germany’s armed forces and Mussolini was as
worried by this as anyone. If the League had taken firm action against Italy, this would have driven Mussolini into the arms of
Germany.’
OR
e.g. ‘The response of the League was not justified. Both countries were members of the League and Italy had simply invaded
Abyssinia. This was exactly the kind of situation where the League needed to act decisively. The Covenant of the League said
that it should use sanctions to stop aggressors and it could even raise an army. Sanctions were imposed but they did not
include crucial materials like coal, iron and oil. Stopping these would have stopped the invasion within weeks – even Mussolini
accepted this. Even the Suez Canal was left open so he could supply his troops. There was no justification for this.’

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Question Answer Marks

6(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The League condemned the Italian invasion quickly and imposed sanctions.’
‘The Abyssinians had committed many human rights abuses.’
‘Britain and France could not afford to alienate Italy.’
‘Britain and France did not want Italy to ally with Germany.’
‘The Americans would not support sanctions, especially of oil, and so they were a waste of time.’
‘The Italians’ atrocities in Abyssinia should have been severely punished.’
‘Important materials such as coal, iron and oil were not part of the sanctions.’
‘It was simple aggression by one member of the League against another.’
‘Hoare and Laval were making plans about Abyssinia secretly.’
‘The Italians used chemical weapons.’
‘There was little the League could do when Britain and France were plotting together.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The actions of the League were not justified because nothing was done.’

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

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Question Answer Marks

7(a) What was the Berlin Airlift? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘A reaction to Stalin’s blockade of Berlin.’


‘A way of supplying Berlin without having to fight Communist troops.’
‘Supplying Berlin with food and fuel by plane.’
‘27 500 trips to Berlin supplied 2 million tons of supplies.’
‘It forced Stalin to call off the Berlin Blockade.’
‘It took place in 1948–9.’
‘It ensured the Allies kept control of their parts of Berlin.’
‘The Airlift lasted for 11 months.’
‘The Berlin Airlift was also known as Operation Vittles.’

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

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7(b) Why was it harder for the Allies to reach agreement at Potsdam than it had been at Yalta? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘By the time of the Potsdam talks Soviet troops had taken over eastern Europe. The troops stayed there and it was clear
that Stalin wanted it all to be communist – he had already set up a communist government in Poland. Britain and the USA
wanted free elections in eastern Europe. This did not help relations at Potsdam, especially when the USA did not accept that
the Soviets had the right to set up pro-Soviet governments there.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Truman had replaced Roosevelt.’


‘By July 1945, Soviet troops had taken over all of eastern Europe.’
‘By this time the Americans had tested an atomic bomb and Truman told Stalin at Potsdam.’
‘There were disagreements over what to do with Germany.’
‘Attlee replaced Churchill.’
‘Truman and Stalin disagreed.’
‘Truman was anti-communist.’
‘The Soviet Union was installing pro-Soviet governments in eastern Europe.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘This was because circumstances had changed a lot.’

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

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Question Answer Marks

7(c) Who was more to blame for the Cold War, the USA or the USSR? Explain your answer. 10

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Soviet actions in eastern Europe were a major factor in causing the Cold War. Stalin gradually took over these states.
Romania, Bulgaria, Hungary and East Germany all had communist governments imposed on them by force or through rigged
elections. For Stalin this was a defensive measure to prevent the Soviet Union being invaded again. For the West it was an
aggressive move by the Soviet Union and threatened western Europe. This was a major cause of increasing suspicion
between the two sides and caused the Cold War.’
OR
e.g. ‘I think that Truman’s attitude towards the Soviet Union and his Truman Doctrine were to blame for the Cold War. Truman
was very anti-communist and took an aggressive attitude from the beginning. The Truman Doctrine said that the USA would
help any country that was in danger of becoming communist. This was bound to cause friction with the USSR. The Marshall
Plan made things worse because the Soviets saw it as a way of the USA dominating Europe and making it dependent on the
USA. Stalin saw this as an aggressive move against the USSR. This was a major factor in causing the Cold War.’

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7(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The communist ideology was expansionist and intent on imposing its system of government throughout the world.’
‘Stalin imposed pro-Soviet governments on countries in eastern Europe.’
‘Stalin failed to abide by the agreements made at Yalta.’
‘COMINFORM was a clear sign that Stalin intended to undermine capitalist society.’
‘Stalin had concerns for Soviet security, especially from attacks from the West.’
‘The Berlin Blockade was provocative.’
‘The USA kept the atomic bomb testing secret.’
‘The Truman Doctrine upset the Soviets.’
‘Marshall Aid was set up to provide markets for American goods.’
‘Marshall Aid was promised to countries standing up to communism.’
‘The creation of Bizonia and the new currency in the western zones of Germany was in breach of the Potsdam Conference
agreement.’
‘Truman was very aggressive in his attitude to Stalin and his officials.’
‘NATO was set up as a military alliance against possible communist attack.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Both the USSR and the USA contributed to the start of the Cold War.’

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

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Question Answer Marks

8(a) What was Operation Desert Storm? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘This was the war between the USA and its allies and Iraq in January 1991.’
‘This was when the USA attacked Iraq because of Iraq’s invasion of Kuwait.’
‘The USA had the support of 35 nations during Operation Desert Storm.’
‘It began with an aerial bombardment for five weeks.’
‘There was a ground assault.’
‘This was how the USA and its allies liberated Kuwait.’
‘It was a decisive victory for the USA and Iraq was defeated.’
‘10 000 Iraqi troops retreating from Kuwait were killed.’
‘Coalition forces bombed a six lane motorway connecting Kuwait City with Basra.’
‘The USA army destroyed 186 Iraqi tanks at the Battle of Medina Ridge.’
‘The USA army destroyed 127 armoured vehicles at the Battle of Medina Ridge.’

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

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Question Answer Marks

8(b) Why were Iran and Iraq at war by 1980? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘I think the main reason was the Islamic Revolution in Iran. This brought Khomeini to power and a strict Islamic regime
was established, ruled by Shiite Muslims. Iraq, on the other hand, was a secular state ruled by Sunni Muslims. Khomeini
regarded the regime in Iraq with contempt because of this and encouraged Shiites in Iraq to overthrow the regime. There
were riots in Iraq and this worried Saddam, so he decided he had to do something about this threat from Iran.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Iraq invaded Iran in September 1980.’


‘There were disputes over the Shatt al-Arab waterway.’
‘There were disputes over the province of Khuzestan.’
‘Saddam renounced the Algiers Agreement.’
‘It was the result of the long-standing rivalry between the two countries who both wanted to dominate the Gulf.’
‘Iraq wanted to be leader of the Arab world.’
‘Iran was weakened by the Islamic Revolution, and this gave Saddam an opportunity.’
‘The Islamic Revolution in Iran increased the tension between the two countries.’
‘Iran was run by Shiite Muslims, while Iraq was run by Sunni Muslims.’
‘Khomeini wanted the Baath regime in Iraq to be overthrown.’
‘Khomeini called for people in Iraq to rebel against the Baath regime.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They both wanted to be the major power in the area.’

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

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Question Answer Marks

8(c) Was the Shah a reforming or a repressive ruler of Iran? Explain your answer. 10

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think that the Shah was a reformer. He wanted to make Iraq into a modern state. He passed lots of reforms such as
giving women the vote and he reduced the power of the clergy. He brought in labour laws that were fair to workers, Iraq’s
economy boomed and for a time there was a lot of toleration of Jews in the country. His White Revolution did improve
people’s lives. He gave small farmers more land, provided free meals for children at school. New elementary schools and
literacy courses were set up in remote areas. All of this shows that he was definitely a reformer and was trying to make Iraq a
modern state.’
OR
e.g. ‘The Shah became more repressive the longer his regime went on. In the 1970s, he really became a dictator. He
abolished political parties and set up a one-party state and censorship was introduced. Whenever there was any sign of
opposition he destroyed it brutally. There were thousands of political prisoners. In these prisons there was systematic torture
and many were executed.’

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8(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The White Revolution introduced reforms.’


‘He was trying to modernise and westernise the country.’
‘There was land reform where land was redistributed to the peasants.’
‘He reformed the health system in Iraq.’
‘The number of doctors and hospital beds was increased.’
‘There were reforms in education.’
‘He relaxed police controls in 1977.’
‘He made trials in courts fairer.’
‘Iraq became a more unequal society.’
‘There was still much poverty and unemployment.’
‘In 1975 he turned Iraq into a one-party state.’
‘Censorship was imposed.’
‘His secret police and informers tortured and executed anyone questioning the regime.’
‘In 1978 he used tanks and helicopter gunships against protestors.’
‘His troops killed 84 people on Black Friday.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think he was a repressive ruler and there were many people in Iraq who suffered from his rule.’

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

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Question Answer Marks

9(a) What happened at the Battle of Verdun? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The Germans attacked the town of Verdun.’


‘Verdun was heavily fortified.’
‘The German bombardment was intense.’
‘The German aim was to break through the French defensive line. This would have weakened the whole of the French
defences.’
‘The Germans attacked with over one million soldiers against just 200 000 French defenders.’
‘The French managed to defend the town.’
‘The battle was the longest in the war.’
‘The battle showed how difficult it was to achieve a breakthrough.’
‘The Germans had to move some of their troops away from Verdun because the British had attacked at the Somme.’ ‘The
German attack was delayed by bad weather.’
‘The French slowed down the German advance.’

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

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9(b) Why was the fighting on the Western Front based around trench warfare? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘It was based around trench warfare because both sides had dug in after the battle of the Marne. Both sides built
enormous systems of lines of trenches. These were well defended with barbed wire and mines, and new weapons like the
machine gun added to this as it was a defensive weapon not an attacking one. Between the trenches was no man’s land
which was exposed to fire from both sides and almost impossible to get across. As a result, both sides were stuck in their
trenches.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Neither side could gain control after the Marne.’


‘The war became defensive and one of attrition.’
‘The heavy defences of the trenches such as barbed wire and mines.’
‘The importance of the machine gun and artillery as a defensive weapon.’
‘The difficulty of getting across no man’s land.’
‘The conditions in Flanders that made a mobile war almost impossible.’
‘Tanks were not very effective for much of the war.’
‘Generals did not use, or they misused, new weapons like gas and tanks.’
‘Defensive weapons were stronger than offensive ones.’
‘Once the two sides had dug in, neither side was strong enough to displace the other.’
‘Trenches were for protection.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘This was the only way of fighting in the dreadful conditions.’

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

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Question Answer Marks

9(c) ‘The use of gas had more of an impact than the tank on the course of the war.’ How far do you agree with this 10
statement? Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Gas was very important to the course of the war. Although gas did not kill many soldiers, it caused immense problems for
the enemy troops and demoralised them. Mustard gas could blind and chlorine gas and phosgene could cause severe
respiratory problems. It meant many soldiers could not continue to fight.’
OR
e.g. ‘Tanks had much more of an impact because they helped the final breakthrough by the Allies in 1918. There were many
more of them by 1918 and the British used 500 of them at the battle of Amiens. They were very effective and important to the
Allied victory. Heavy tanks attacked well defended German positions while smaller, more mobile tanks, probed the German
defences. This mattered because this battle was a major turning point. The Allies were now on the offensive and the German
defeat was not far off.’

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Question Answer Marks

9(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Gas was effective because gas masks often did not work well.’
‘Gas drifted over enemy lines in the wind.’
‘Chlorine gas destroyed the respiratory organs.’
‘Mustard gas burned.’
‘Mustard gas caused internal blisters.’
‘Gas could blow the wrong way.’
‘Attackers had to use masks which reduced movement.’
‘Gas only accounted for 4% of war deaths.’
‘To be caught in a gas attack was terrifying.’
‘Gas was effective because it demoralised the enemy.’
‘Gas became less effective as gas masks improved.’
‘For much of the war tanks kept breaking down.’
‘The sight of tanks caused panic in the German trenches.’
‘Tanks were effective in the battle of Amiens.’
‘Tanks were effective in breaking through barbed wire and clearing the way for the infantry.’
‘Tanks were effective in 1918.’
‘Tanks were not effective for most of the war because there were so few of them.’
‘Tanks still needed artillery with them.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think the tank was much more important because it helped win the war.’

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

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Question Answer Marks

10(a) Describe what happened in the Gallipoli campaign. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The Royal Navy bombarded Turkish forts along the Dardanelles.’
‘British ships were meant to clear the straits of mines and destroy the Turkish defences, but the minesweepers failed and
some of the Turkish guns were not destroyed.’
‘The naval attack warned the Turks that an attack was coming.’
‘The land campaign was led by Sir Ian Hamilton.’
‘The land attack was badly planned.’
‘The land attack was a disaster. The troops were cut down on the beaches.’
‘There were British and Anzac troops in the attack.’
‘There were heavy casualties at Helles.’
‘Inaccurate maps were used.’
‘Troops were faced with steep cliffs at Kabatepe.’
‘In August men were landed at Suvla Bay.’
‘Troops had to endure intense summer heat.’
‘Troops had to endure a freezing winter.’
‘There was a shortage of fresh water.’
‘Sickness and disease spread rapidly amongst the troops.’
‘Over 250 000 men were killed.’

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

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Question Answer Marks

10(b) Why was the Home Front important to Britain’s war effort? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Without the Home Front Britain would not have been able to keep fighting. This was especially the case with food
because of the submarine warfare and the blockade which were stopping food supplies getting through to Britain. To deal with
food shortages the amount of land used to produce food was increased and rationing was introduced to make supplies go
further. The Women’s Land Army was formed so that men could be released for the army, but food production could still be
maintained. Without these measures Britain could have run out of food and lost the war.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Food production needed to be increased.’


‘Submarine warfare affected food production.’
‘Women worked in factories.’
‘Women worked on the land.’
‘Rationing was introduced.’
‘Britain imported lots of goods.’
‘Conscription was introduced in 1916 to make sure the army had enough soldiers.’
‘Propaganda was used to keep people’s morale high.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Home Front helped support the soldiers.’

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

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Question Answer Marks

10(c) ‘Defeats on the battlefield were the main reason why Russia left the war.’ How far do you agree with this statement? 10
Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The Brusilov Offensive was initially a great success, destroying half the Austrian Army, but the reluctance of other
Russian generals to follow up the Offensive and German reinforcements allowed the Alliance to push the Russians back to
where they started and inflict a million casualties on the Russian Army. It was clear that the Russians could not launch
another offensive. Overall, Russia’s military campaign was disastrous. By 1915, 25% of the Russian army had been killed.’
OR
e.g. ‘In the end, it was the Bolshevik revolution that ended Russia’s participation in the war. The Provisional Government that
replaced the Tsar tried to carry on the war effort but when the Bolsheviks took control after a revolution in October 1917, they
signed an armistice. The Bolsheviks had not yet established control over Russia and faced many enemies. They needed to
focus on consolidating their position, dealing with threats to them, and to start building a socialist state rather than fight a war.’

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Question Answer Marks

10(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘There were not enough trained officers and NCOs.’


‘There were not enough modern weapons for the Russian soldiers.’
‘The home industries could not supply the soldiers with enough food, uniforms and ammunition.’ (2 marks)
‘The Russian soldiers could not compete with their well trained and well equipped opponents.’
‘Successful offensives, such as the Brusilov Offensive, were not followed up quickly enough.’
‘Russia lost so many men that it could not launch another major offensive after 1916.’
‘Russia was defeated at the Battle of Tannenberg.’
‘Russia was defeated at the Battle of the Masurian Lakes.’
‘The decision of the Tsar to assume the role of Commander-in-Chief at the front was not successful.’
‘There were desertions in the Russian Army.’
‘There were mutinies in the Russian Army.’
‘There were too many courtiers appointed as senior commanders.’
‘Many commanders had no experience of army life.’
‘The overthrow of the Tsar and then the Provisional Government meant political instability.’
‘The Bolsheviks withdrew Russia from the war.’
‘Inflation and a shortage of food in Russia were both caused by the war.’ (3 marks)
‘The Bolsheviks wanted to build a socialist state, not fight a war.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The enemy was too strong for the Russian Army.’

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

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Question Answer Marks

11(a) Describe what happened in the Kapp Putsch. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘It took place in 1920.’


‘Ehrhardt led his men into Berlin to take over the government.’
‘Kapp led 5000 Freikorps into Berlin.’
‘They wanted to get rid of the new republic and set up a right wing government.’
‘The German army refused to shoot at the rebels.’
‘Kapp declared himself Chancellor and set up a provisional government.’
‘The government fled the city and called for a general strike.’
‘The working classes went on strike.’
‘The unions and several political parties supported the strike which spread all over Germany.’
‘Kapp could not govern because the country was paralysed.’
‘Kapp and his fellow conspirators resigned in March 1920.’
‘Kapp fled from Germany.’
‘The Freikorps were defeated.’

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

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Question Answer Marks

11(b) Why was the French occupation of the Ruhr in 1923 important for Germany? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘This was important to Germany because it led to hyperinflation. Germany had to send goods to France and Belgium as
part of the reparations payment. When Germany failed to pay these reparations, French and Belgium troops entered the Ruhr
taking raw materials and goods. The German government responded by calling for passive resistance. As a result, the
workers went on strike. This led to a fall in income for the government which then printed money. This led to hyperinflation,
with people’s wages and savings being worthless, and to people being destitute. The German economy was on the verge of
collapse. This is why the occupation was important.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘It caused hyperinflation in Germany.’


‘The Germans passively resisted.’
‘The German government’s income fell.’
‘It was one of Germany’s greatest industrial regions.’
‘The German economy and political system nearly collapsed.’
‘Thousands of Germans were living in hardship and starving.’
‘It united the Germans and showed their opposition to the Treaty of Versailles.’
‘It led to the appointment of Stresemann.’
‘It led to a new currency being introduced and economic recovery.’
‘Hitler chose this time for an attempted coup.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was important because it caused a crisis in Germany.’

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

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Question Answer Marks

11(c) ‘The Weimar Republic had few achievements.’ How far do you agree with this statement? Explain your answer. 10

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The Weimar Republic really achieved little. The economic prosperity was built on loans from the USA. The government
was spending far too much on welfare and health care and there were bound to be problems in the future. When the
Depression came and the USA called in its loans, the German economy collapsed.’
OR
e.g. ‘The Weimar Republic achieved a lot. Germany was again accepted as part of the international community. The Locarno
Treaties of 1925 put Germany on an equal level in providing guarantees for the borders of Germany, France and Belgium. In
1926, Germany was admitted to the League of Nations. Germany was no longer an outcast within the international
community.’

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11(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Hyperinflation ended.’


‘Industrial production reached pre-war levels by 1928.’
‘International relations improved.’
‘Germany was accepted into the League of Nations.’
‘There was a cultural revival.’
‘The democratic republic was committed to civil liberties.’
‘Censorship was lifted.’
‘Artists, writers, film and theatre directors and designers were all encouraged.’
‘Night clubs, dance halls, cafes and restaurants increased.’
‘Part of the cultural revival was the Bauhaus style of architecture.’
‘Some Germans saw the artistic developments as signs of decadence, corruption and moral decay.’
‘The economy was built upon foreign loans.’
‘As soon as the loans were withdrawn, the German economy collapsed.’
‘Political instability remained.’
‘The government was spending too much on welfare.’
‘Farmers were falling into debt.’
‘The speed with which Weimar collapsed showed its achievements were not real.’
‘The electoral system meant that no one party could get an overall majority.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Weimar Republic achieved a lot and people were better off.’

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

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Question Answer Marks

12(a) Describe how women contributed to the German war effort. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Women were allowed to join the army in administrative jobs such as clerks and telephone operators.’
‘They worked as nurses.’
‘By 1937 more women were encouraged to work in factories.’
‘A compulsory year of Labour Service was introduced. Most women went to work on farms.’
‘In 1943 labour conscription was introduced for women. Nearly one million went into factories and offices.’

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

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Question Answer Marks

12(b) Why did the Nazis introduce a war economy? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘One aspect of Germany’s war economy was the use of forced labour. This was needed because workers in factories
were conscripted for military service and so there was a shortage of workers. Foreign workers from occupied countries were
conscripted into camps and used as forced labour. This was done to try and maintain production in the factories that were
producing goods and equipment for the war effort. Hitler was reluctant to conscript women and many factories were not
producing as much as they could, so something had to be done.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The war lasted longer than Hitler expected.’


‘Autarky had not been achieved.’
‘There were shortages of food.’
‘There was a need to produce more military equipment.’
‘There were not enough workers for factories.’
‘Germany was facing larger countries with greater material and industrial resources.’
‘By 1942 Germany was facing real economic difficulties.’
‘Speer was put in charge to make the economy more efficient.’
‘When war started, the German economy was inefficient and not ready for war.’
‘The German economy was not very productive.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They introduced this because it was really needed because of the war.’

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

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Question Answer Marks

12(c) ‘The existence of the Hitler Youth ensured that the Nazis were successful in winning the support of young people.’ 10
How far do you agree with this statement? Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The Hitler Youth had a great impact on a lot of young people. It was able to impose Nazi ideas on them at an
impressionable age. It presented an image to young people of Nazism being dynamic and exciting and it took over the social
life of many of them. For some, the Hitler Youth was a way of rebelling against their parents. Young people also had a much
better chance of a good job if they belonged to the Hitler Youth.’
OR
e.g. ‘I do not think that the Hitler Youth ensured the Nazis had the support of young people, especially after it concentrated
more on political and military matters. Opposition groups like the Edelweiss Pirates appeared. These were groups of young
people who did not like the indoctrination. Some just did not want to conform but some opposed the Nazis for political
reasons. They beat up Hitler Youth patrols, had links to the Social Democrats and Communists, and during the war helped
escaped prisoners of war. The Nazis dealt with them harshly and some were executed. However, their existence shows that
the Hitler Youth had not won over all young people.’

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Question Answer Marks

12(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The Hitler Youth replaced all other youth groups.’


‘Being in the Hitler Youth increased the chances of getting a good job.’
‘Membership of the Hitler Youth became compulsory.’
‘Many of the activities in the Hitler Youth such as sports and camping were popular.’
‘The Hitler Youth became less popular when the focus turned more to military preparation and ideology.’
‘Even when it was compulsory, many managed to avoid it.’
‘There were youth opposition groups such as the Edelweiss Pirates.’
‘Swing groups liked jazz and rejected Nazi culture and art.’
‘There were opposition groups like White Rose.’
‘Political indoctrination told them to hate the Jews.’
‘Political indoctrination told them how unfair the Treaty of Versailles was.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Hitler Youth gave young people something to do.’

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

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Question Answer Marks

13(a) What reforms did the Provisional Government introduce in 1917? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘It created the Russian Republic.’


‘A general amnesty.’
‘Freedom of speech.’
‘Freedom of the press.’
‘Freedom of religion was granted.’
‘Unions were allowed.’
‘Strikes were allowed.’
‘Independence of the Church from the state.’
‘Rural self-government.’
‘Abolition of capital punishment.’
‘More freedom for regions of the Russian Empire.’
‘Poland was made independent.’
‘Equality of all people before the law.’

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

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Question Answer Marks

13(b) Why was Trotsky important to the Bolshevik victory in the Civil War? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘In 1918 the army was on the verge of disintegration. Trotsky transformed it into the Workers and Peasants Red Army. He
restored discipline and made it into an effective fighting force. To do this he brought back thousands of Tsarist officers. He
turned it back into a traditional army with officers in charge and strict discipline. By 1920 the Red Army had five million men.
While the Whites were made up of different groups, Trotsky’s army had one, unified command structure and was much more
effective. This was crucial in winning the Civil War.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘He reorganised the army into an efficient fighting force.’


‘He brought back discipline and order into the army.’
‘He travelled in a special train to where fighting was taking place to inspire the troops.’
‘It was Trotsky who decided that Petrograd had to be saved.’
‘He created an army of five million men.’
‘He was a figurehead for the troops to rally around.’
‘He appointed Commissars in the army.’
‘Trotsky worked with experienced ex-Tsarist officers.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Trotsky was vital to the Civil War. Without him the Bolsheviks would not have won.’

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

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Question Answer Marks

13(c) ‘It was the mistakes of the Provisional Government that enabled the Bolsheviks to seize power in 1917.’ How far do 10
you agree with this statement? Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The biggest mistake the Provisional Government made was to continue Russia’s involvement in the First World War.
This meant that when the war went badly it was associated with the Provisional Government and they would get the blame.
The decision to launch the summer offensive made the situation even worse. It was a dreadful failure and an armed uprising
in Petrograd followed. The government survived but the war continued to take all the resources leaving the Russian people
starving, with unemployment and inflation growing. Unrest was mounting. The Provisional Government had not sorted out the
problems in Russia.’
OR
e.g. ‘I do not think it was just the mistakes of the Provisional Government. One big problem was the growing power of the
Bolsheviks. They became the group that people turned to when they became increasingly unhappy with the situation. Their
promises to end the war, improve food supplies and pass social reforms made them very popular. Their defence of Petrograd
against Kornilov gave them more support and they did very well in elections to the Soviets. By September they were a real
threat to the Provisional Government.’

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Question Answer Marks

13(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The Provisional Government decided to continue Russia’s involvement in the war.’
‘It failed to support the peasants taking over land.’
‘Kerensky underestimated the Bolsheviks.’
‘Kerensky’s move against the Bolsheviks in October was a mistake.’
‘Divisions in the government led to a lack of clear policies.’
‘It was a mistake to launch the summer offensive.’
‘The government was faced with too many grave problems to be able to overcome them all.’
‘The attempt to take military control of the capital with Kornilov backfired.’
‘Sending radical units out of Petrograd in October was a mistake.’
‘Closing down Bolshevik newspapers in October was a mistake.’
‘The government failed to deal with problems over land ownership.’
‘The government failed to deal with problems caused by the war.’
‘The government failed to deal with problems over food supplies.’
‘The government failed to deal with the economic problems.’
‘It should have made peace with Germany.’
‘The growing popularity of the Bolsheviks was the real problem.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Provisional Government made lots of mistakes and was responsible for its own downfall.’

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

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Question Answer Marks

14(a) What was collectivisation? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘It was a move away from NEP.’


‘Large state farms where peasants were told what work to do.’
‘Farms where peasants received a share of the profits.’
‘The toz was an agricultural co-operative, where peasants owned the land but shared machinery and some of the work.’ ‘The
sovkhoz – large state farms where peasants were given a wage.’
‘The kolkhoz – land and equipment were held in common. Peasants worked under the direction of a committee. Each family
had a private plot of one acre which they farmed for themselves.’
‘A way of farming that was introduced because food production was too low.’
‘It was forced on the peasants.’
‘It was an attack on middle class peasants – the kulaks.’
‘The land, animals and equipment of the middle class peasants were taken from them and this formed the basis of the
collectives.’
‘It was a disaster – production fell.’
‘It led to the famine of 1932–34 when millions died.’

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

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14(b) Why did Stalin move against the kulaks? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Stalin did this to justify his actions in the countryside. He wanted to collectivise the farms to increase his control and to
increase production. To win support for this he described it as a way of sorting out the kulaks (richer peasants), who he said
were enemies of the people and getting in the way of reforms. This did persuade some peasants to denounce their
neighbours as kulaks and this gave Stalin’s men the opportunity to grab their land and animals.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The kulaks were hoarding grain.’


‘To frighten peasants into joining the collectives.’
‘They provided a convenient ‘class enemy’ to justify what Stalin was doing.’
‘They needed to be dealt with if collectivisation was to be achieved.’
‘This was a way of getting rid of the most successful peasants who might oppose Stalin.’
‘To win the support of the poorer peasants.’
‘All of the land, animals and equipment could be taken once they were discredited.’
‘They often led resistance to collectivisation and so it was a good idea to get rid of them.’
‘Kulaks often opposed the communists.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They were in the way of what Stalin wanted to achieve.’

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

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Question Answer Marks

14(c) ‘Stalin’s policy of collectivisation was a disaster.’ How far do you agree with this statement? Explain your answer. 10

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘It was a disaster because food production of both grain and meat fell very badly at first, leading to the famine of 1932–34
when millions died. The reasons for this were the upheaval caused by collectivisation and the fact that, as the peasants did
not benefit if collectives produced more, then they did not work hard. They put all their efforts into their own personal acres
instead. Also the party officials put in charge of the collectives had no farming knowledge and so the collectives were badly
run.’
OR
e.g. ‘The collectives did have some success. One of Stalin’s aims in introducing them was to produce more grain for the state
and the amount collected by the state did increase. This was used to feed the growing populations of industrial towns and this
helped industry to develop. The grain produced was also sold abroad to pay for industrial equipment. The peasants who lost
their land fled to the cities and provided more workers for industrialisation.’

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14(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The amount of farm produce exported increased enormously.’


‘Collectivisation paid for imports of technology and expertise.’
‘Peasants produced less because they did not benefit if they worked hard.’
‘Peasants put their efforts into their own private land.’
‘Millions died in the famine of 1932–34.’
‘It was introduced far too quickly and caused chaos in agriculture.’
‘By 1932 there was a drop in agricultural production.’
‘Education programmes were set up on collectives.’
‘Stalin got the surplus food he needed to feed the industrial workers.’
‘Collectivisation meant Stalin’s industrialisation programme could take place.’
‘By 1935 grain production was increasing.’
‘The peasants suffered because they were basically prisoners on the collectives.’
‘Dispossessed peasants provided labour for industrial cities.’
‘The government gained control of the land allowing it to decide how the land was to be used.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Stalin exerted almost total control over Russian life.’

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

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Question Answer Marks

15(a) Describe the new industries that developed in the USA in the 1920s. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The car industry developed.’


‘Mass production techniques were developed.’
‘The chemical industry created new materials such as rayon.’
‘There were industries making consumer goods such as washing machines, radios and vacuum cleaners.’
‘The electricity industry was bringing electricity to many homes for the first time.’
‘Refrigerators were developed.’
‘There was an advertising industry.’
‘The media industry was developed.’
‘Many of the new industries used mass production where workers on a production line would do one aspect of the
construction in sequence.’
‘Many new industries were producing consumer goods for which there was a high demand.’

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

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15(b) Why did the boom fail to benefit all Americans? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Farmers did not benefit. The underlying problem was overproduction. During the war, more and more land had been
farmed to produce foodstuffs for Europe. Improved machinery, especially the combine harvester, and improved fertilisers
made US agriculture very efficient. After the war, Europe imported less food from the US because Europe was poor and
because of US tariffs. The result was that the US farmer was producing surpluses which nobody wanted and this resulted in
lower prices for their products. Many small farmers went bankrupt.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Female cotton operatives were paid very low wages.’


‘There was less demand for cotton textiles.’
‘Synthetic fibres were being used more.’
‘There was less demand for coal.’
‘Coal workers suffered wage cuts.’
‘A large number of Americans lived below the poverty line.’
‘There was a slump in farming.’
‘Food exports to Europe were reduced.’
‘There was overproduction of foodstuffs.’
‘Prices fell which caused hardship for the farmer.’
‘There was competition from Canada and Argentina.’
‘Farmers could not pay their debts.’
‘In the South, there was too much reliance on one crop, which made the farmer vulnerable.’
‘Crops were lost to pests such as the boll weevil.’
‘The US had placed tariffs on imports.’
‘Native Americans suffered from poor education and ill health.’
‘Immigrants often found it hard to find jobs.’
‘Many people were unemployed.’

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Question Answer Marks

15(b) Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘There were many people who did not benefit from the boom and had a really hard time.’

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

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Question Answer Marks

15(c) ‘Government policies were the main reason why the American economy boomed during the 1920s.’ How far do you 10
agree with this statement? Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The boom was mainly due to government policies. The Republican governments of the 1920s had policies that helped
industry such as low taxes and high tariffs. Low taxes meant companies could invest more money and expand, while high
tariffs protected American industry from foreign competition. Republicans believed that government should not regulate
industry but that it should be allowed to develop as it wanted. This meant there was little regulation or government
intervention. All this helped industry and business boom.’
OR
e.g. ‘One important reason why the economy boomed was the development of the motor car industry. Much of America’s
success was based on this. By 1929, one American in five owned a car. This was a massive increase. The car factories
employed half a million workers and they had money to spend. The increase in the number of cars also led to the building of
roads, hotels and petrol stations as well as to the development of industries such as glass, steel and leather. People also took
more holidays. All this led to more jobs and to people spending money which stimulated the economy and led to the boom.’

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Question Answer Marks

15(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Mass production made many goods cheaper.’


‘Lower taxes gave people more money to spend.’
‘Lower taxes gave companies more money to invest.’
‘There were high tariffs.’
‘The policy of laissez-faire helped.’
‘Little government regulation left businesses free to expand as they wanted.’
‘The development of the car industry benefited the whole economy.’
‘Communications improved.’
‘It was due to the development of new materials and products such as Bakelite.’
‘New machinery helped the building industry.’
‘Advertising led to people spending more.’
‘Hire purchase allowed people to buy goods they could not afford outright.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Many economic factors combined to produce the boom.’

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

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Question Answer Marks

16(a) Describe how the Agricultural Adjustment Administration (AAA) benefited farmers. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘It made sure that prices for agricultural produce did not fall.’
‘It compensated farmers for their lost production.’
‘Cotton farmers were instructed to plough their crop back into the ground to stop prices falling.’
‘The government bought millions of piglets for slaughtering to keep prices up.’
‘It reached agreements with farmers to reduce future production to stop prices getting too low.’
‘It paid farmers to take part of their land out of cultivation and reduce their livestock.’
‘As a result of its actions, prices rose and farmers’ income doubled in the 1930s.’

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

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Question Answer Marks

16(b) Why did Roosevelt introduce the Second New Deal? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Roosevelt introduced the Second New Deal because he realised that the poor needed more help. In rural areas farm
labourers, sharecroppers and tenant farmers were struggling. Many had lost their land or their jobs because of the AAA which
had reduced production and the amount of land farmed. As part of the Second New Deal, the FSA gave loans to
sharecroppers and tenant farmers so they could buy their own land, and also set up labour camps to give migrant farm
workers better living conditions.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Many ordinary people still faced immense problems.’


‘Unemployment was still very high.’
‘The rural poor had not been helped by the First New Deal.’
‘There were still many workers being paid very low wages.’
‘Poor workers needed the protection of unions.’
‘Companies were using violence to stop strikes.’
‘It was introduced to make it easier for workers to join unions and so improve their wages and conditions.’
‘There were many old, unemployed and sick people suffering badly.’
‘Tenant farmers and share croppers had been forced off their land.’
‘Agricultural labourers had lost their jobs.’
‘Critics like Huey Long had said that the New Deal was not helping the very poor.’
‘The Supreme Court was challenging parts of the New Deal.’
‘There was a presidential election in 1936.’

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Question Answer Marks

16(b) Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘He did this because not all the problems had been solved.’

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

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Question Answer Marks

16(c) ‘It is surprising that there was opposition to the New Deal.’ How far do you agree with this statement? Explain your 10
answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think it is surprising that there was so much opposition. After the Wall Street Crash and during the Depression, millions
of people were unemployed. They lost their homes and they were starving. Farmers lost their farms. Hoover’s government did
little to help people. This means you would think everyone would have supported Roosevelt’s efforts to help people. Millions
of people were found jobs, farmers were helped and the poor were helped with unemployment benefit and the old with
pensions. It is surprising that there was opposition to any of this because these people badly needed the help.’
OR
e.g. ‘The opposition from Republicans was not surprising. They believed in the government intervening as little as possible
and they thought that people should look after themselves and their families without government help. They also wanted low
taxes. The New Deal went against all this. Republicans claimed that Roosevelt was moving America towards socialism and
that the New Deal would destroy the freedom and free enterprise that allowed businesses to prosper. They were worried that
the New Deal was interfering by reducing production on farms to keep prices up, and by creating jobs artificially through
schemes like the PWA. These measures also involved putting taxes up. It is not surprising that the Republicans were
opposed.’

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Question Answer Marks

16(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The old, sick and disabled desperately needed help.’


‘People gained employment.’
‘Public works were created.’
‘Workers had more rights.’
‘The New Deal prevented the banking system from collapsing.’
‘Many farmers were helped because prices were stopped from falling.’
‘The American economy gradually recovered.’
‘The New Deal was producing a fairer society.’
‘The New Deal did little for black Americans.’
‘Republicans were bound to oppose it because they thought people should not be helped by government.’
‘Republicans believed in laissez faire in economic affairs.’
‘Republicans opposed government intervention.’
‘Republicans thought it was an attack by the government on their traditional freedoms.’
‘Many resented paying the higher taxes to fund the New Deal.’
‘Some claimed it was taking America towards socialism.’
‘The Supreme Court found parts of the New Deal unconstitutional.’
‘Huey Long criticised it for not doing enough to help the poor like the old, sick and unemployed.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It is surprising because the New Deal did many good things.’

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

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Question Answer Marks

17(a) Describe how communes were meant to contribute to China’s industrial production. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Communes gathered together large work forces.’


‘People on communes were controlled by communist officials and so could be set to work on any industrial projects the
communist officials wanted.’
‘In the ‘backyard’ production plants, furnaces produced steel.’
‘At first production of iron and steel increased.’
‘People on communes mined coal and iron ore.’
‘Communes were given targets for industrial production.’
‘Communes gave Mao a huge workforce for industrial production.’
‘Suddenly millions of people were involved in producing steel.’

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

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17(b) Why did Mao think that social reforms were needed in China in the 1950s? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Mao introduced social reforms like those in education. He focused on providing basic education for peasants. His main
aim was to improve literacy rates and so there was a nationwide literacy drive. Mao did this because he wanted Chinese
workers to be able to read and write so that they could operate basic machinery and contribute to China’s industrial
development. He realised that China could not develop economically without a literate work force.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Chinese medicine was primitive, using traditional methods.’


‘Mao wanted to reduce illness.’
‘Mao wanted to increase the number of doctors in rural areas.’
‘Mao wanted all people to have a basic standard of literacy.’
‘He started a national literacy drive so workers could use machinery.’
‘Mao wanted to improve the lives of women.’
‘Mao needed women to become skilled workers.’
‘China was very backward in many ways.’
‘Mao wanted to turn China into a modern industrial state.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Mao wanted to change Chinese society.’

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

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Question Answer Marks

17(c) ‘Mao’s agricultural policies were successful.’ How far do you agree with this statement? Explain your answer. 10

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think some of his policies were a success. Before Mao came to power, agriculture was dominated by wealthy landlords.
The peasants lived and worked in terrible conditions, were poor and were often mistreated. The landlords often charged them
extortionate rents. Mao’s policies improved the situation for the peasants. The land was redistributed to them. This carried out
communist principles and rewarded the peasants for supporting the communists in the Civil War, and made sure they would
support the communists in the future.’
OR
e.g. ‘One of his policies was to introduce communes. These were not a great success. The Chinese government officials tried
to make the peasants use the same methods everywhere and this did not work because of different local conditions. Also, the
peasants no longer benefited from working hard and so they did less work and produced less. The fall in food production led
to a terrible famine in which millions died.’

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17(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Land was redistributed to the peasants.’


‘Mao’s popularity increased.’
‘He got rid of the harsh and cruel landlords.’
‘The use of Mutual Aid Teams got farmers working together.’
‘All peasants were encouraged to join cooperatives.’
‘The redistribution of land did little to increase the production of food.’
‘Communes gave Mao control over the peasants.’
‘The communes led to a bad famine.’
‘The communes did not increase agricultural production.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘His policies did benefit a lot of people.’

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

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Question Answer Marks

18(a) What were Deng Xiaoping’s Four Modernisations? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘These were goals set by Deng to modernise China.’


‘Their intention was to turn China into a modern consumer society.’
‘They rejected ‘the iron rice bowl’ where everyone was paid the same. Now you would be paid more if you produced more.’
‘Modernisation of agriculture.’
‘Modernisation of industry.’
‘Modernisation of national defence.’
‘Modernisation of science and technology.’
‘To rejuvenate China’s economy.’
‘To turn China into a producing society.’
‘The modernisation of science and technology was the key to transforming industry and the economy.’
‘Their aim was to make China a great economic power by the early 21st century.’
‘They involved export-led growth.’

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

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18(b) Why did Mao introduce the Hundred Flowers campaign? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Mao launched this campaign because he saw it as a way of strengthening socialism in China. He believed that if people
were given a chance to criticise the communist system it would create new and better ideas that would improve the system in
China. He wanted the criticisms to be constructive and aimed at making socialism better rather than destructive criticisms by
people who hated communism.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘To allow greater freedom of thought and speech.’


‘To encourage criticism of the direction of the revolution.’
‘To encourage people to speak out against the excesses they saw in China.’
‘Mao wanted open public discussion of China’s problems and how the country was run.’
‘Mao wanted to keep the Communist Party in close touch with the Chinese people.’
‘Mao was worried that Party officials were becoming superior and even corrupt.’
‘Mao thought that criticism would make communism stronger.’
‘Mao wanted discussion groups to criticise the Party.’
‘Mao thought it would promote socialism.’
‘To promote new forms of art and new cultural institutions.’
‘It was a way of trying to deal with dissent in China.’
‘He launched it to find out where the enemies of the regime were.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘He did this because he wanted to make China better and stronger.’

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

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Question Answer Marks

18(c) ‘The Cultural Revolution was a mistake.’ How far do you agree with this statement? Explain your answer. 10

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The Cultural Revolution was a disaster. This is because it got out of control. The Red Guards took the law into their own
hands and ransacked people’s homes looking for anti-communist materials. Churches were destroyed and books were
burned. Street battles broke out with workers often fighting the Red Guards. Those identified as enemies of the state were
subjected to all sorts of punishments, such as beatings, torture and imprisonment. Their property was seized and they were
denied medical attention. By 1967, law and order had broken down completely and China was close to a civil war.’
OR
e.g. ‘The Cultural Revolution did have some positive aspects. Many health workers were deployed to the countryside where
they worked as ‘barefoot doctors’. Health care centres were established in rural areas for the first time and this led to an
improvement in rural people’s health and life expectancy.’

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18(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Mao wanted to fire up the revolutionary spirit of the Chinese people.’
‘Mao wanted to stop Party officials becoming too conservative.’
‘Mao wanted to deal with the urban middle classes who were becoming too rich.’
‘Mao wanted to get rid of bourgeois elements from government and the Party.’
‘Red Guards were sent out to seek out those who were not true communists.’
‘Schools and universities were shut down.’
‘Academic standards were lowered by schools being closed.’
‘The skills needed for China’s businesses and industry were not taught.’
‘Chinese art and culture suffered badly.’
‘Historical sites and museums were destroyed.’
‘The Cultural Revolution led to a fall in industrial production.’
‘It made Deng’s reforms possible.’
‘It improved health care in the countryside.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Cultural Revolution was a mistake because it did so much damage.’

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

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Question Answer Marks

19(a) Describe how gold mining contributed to the South African economy before 1945. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘It provided thousands of South Africans with jobs.’


‘It became the country’s major export.’
‘In the 1930s, the price of gold rose and this led to the rapid growth of the South African economy in the 1930s and 1940s.’ ‘It
attracted a lot of investment from overseas.’
‘It attracted many workers from other countries such as Mozambique.’
‘The economic value of South Africa grew because of gold mining.’
‘Money from gold exports was used to buy materials and machinery needed to help other industries in South Africa.’
‘It was described as ‘the flywheel’ of the country’s expansion.’
‘The wages paid to black workers in the industry set the standard for black workers generally and had the effect of keeping
their wages low.’ ‘Black South Africans moved to mining areas for jobs and townships like Sophiatown developed.’
‘It helped stimulate other sectors of the economy such as the production of explosives.’

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

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19(b) Why did black South Africans have fewer rights than white South Africans by 1940? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The pass laws made sure that black men had fewer rights. In 1923, urban areas were declared as ‘white’ and required
black men in cities and towns to carry permits at all times. Anyone without a pass was arrested and sent to a rural area.
These laws were strictly enforced and ensured that black people had fewer rights.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The development of new Afrikaner nationalism in the 1930s.’


‘The Mines and Works Act of 1911 established an employment colour bar.’
‘Black people were banned from more skilled jobs monopolised by whites.’
‘The Land Act of 1913 prevented black South Africans from owning any land outside their reserves.’
‘The 1937 Native Laws Amendment Act set limits on the numbers of black people allowed to live in an urban area at any one
time.’
‘White South Africans believed that black South Africans should only come to towns if their labour was needed.’
‘Most white South Africans believed the races should live apart.’
‘In 1936 the black South Africans of Cape Province lost the right to vote alongside white South Africans in elections.’
‘The influence of the Broederbond.’
‘The migrant labour system.’
‘Many Afrikaners thought they had the right to rule over black South Africans.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They had fewer rights because of the laws passed at the time.’

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

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Question Answer Marks

19(c) How far was the victory of the National Party in the 1948 election a surprise? Explain your answer. 10

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think it was a surprise. Smuts the Prime Minister was famous and respected all round the world. He had guided South
Africa through two world wars and had been Prime Minister for a long time. He had just had a very successful tour across the
country with the British royal family. It was also true that the National Party had never won an election. It was therefore very
surprising that Smuts’ United Party was defeated.’
OR
e.g. ‘It was not really a surprise. Large numbers of black people had been moving into the cities and the shanty towns were
growing. This worried white people. Black people were striking and demonstrating and many white people saw them as a
threat. Two reports were produced about the issue. Smuts supported the Fagan Report which said that cities needed black
labour and that they could not be made to return to the reserves. The National Party supported the Sauer Report which
supported apartheid. The voters supported the latter. This meant it was not a surprise when the Nationalists won.’

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19(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The Nationalists had never won an election.’


‘Smuts was Prime Minister and was internationally famous.’
‘Smuts had steered South Africa through two world wars.’
‘Smuts was old and out of touch with the new ideas of Afrikaners.’
‘Smuts had lost the support of the Indian community.’
‘Smuts had stopped the Indian community buying land in white areas.’
‘There were economic difficulties.’
‘Smuts accepted the Fagan Report.’
‘The Nationalists supported apartheid and separate development which were popular with Afrikaners.’
‘Smuts thought total segregation could never work.’
‘Smuts thought black labour was needed in towns.’
‘Afrikaners were frightened by more and more black people moving to towns.’
‘The Nationalists were well organised with a clear set of ideas.’
‘Smuts gave the impression of not knowing what to do.’
‘The Nationalists won in the rural areas where fewer votes were needed to win.’
‘Malan did a deal with the Afrikaner Party.’
‘Black strikes and demonstrations worried the whites.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was not a surprise. Most people thought it would win because of the situation in South Africa.’

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

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Question Answer Marks

20(a) Describe the part played by Chief Buthelezi in the 1994 general election. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘He led the Inkatha Freedom Party.’


‘He came third in the election with 10% of the votes.’
‘His party helped form a Government of National Unity with the National Party and the ANC.’
‘He opposed a one-party state under the ANC.’
‘At first he refused to register the party for the election.’
‘Buthelezi was persuaded by Mandela to take part in the election.’
‘He wanted to stop the election.’
‘He won the majority of votes in KwaZulu-Natal.’
‘He campaigned for an autonomous Zulu king.’
‘He campaigned for equal opportunities for all, a free economy and getting rid of corruption.’

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

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20(b) Why did P W Botha’s reforms of 1979 to 1989 fail to satisfy black South Africans? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Botha’s reforms were not to help black South Africans but were to give businesses what they wanted. Black people were
allowed to move to townships to provide business with more labour. More money was put into black education so that they
could provide the skilled labour that business wanted. These reforms may have benefited black South Africans a little but they
knew they were only being introduced to help industry and business which were complaining they did not have enough skilled
workers.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘His reforms were simply to please business leaders to give them a workforce.’
‘His reforms were to give the rest of the world the impression reforms were taking place.’
‘The reforms were minor and apartheid still existed.’
‘More money was spent on black education but a united education system was not set up.’
‘Despite more money, black education remained underfunded.’
‘There was a shortage of housing in the cities.’
‘Squatter camps with terrible conditions grew in the cities.’
‘Some groups such as Indians were to elect their own parliament but not black people.’
‘The Group Areas Act remained and forced removals continued.’
‘The security police remained as brutal as ever.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘His reforms did not satisfy them because they did not go far enough.’

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

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Question Answer Marks

20(c) ‘By 1990 de Klerk had no choice but to end minority rule.’ How far do you agree with this statement? Explain your 10
answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘De Klerk really had no choice because when he became President in 1989 the situation in South Africa was desperate. A
state of emergency had been introduced because of the unrest with the police given sweeping powers. There was even
violence between different black groups and necklace killings. By 1989 South Africa was in chaos and almost ungovernable.
The government had lost control of the townships where people’s courts were taking over and black people were running their
own schools. In this situation de Klerk had to do something.’
OR
e.g. ‘Although the situation at the end of the 1980s was bad, de Klerk did not have to end minority rule. First of all, the police
and the army were still powerful and the ANC could not defeat them. There was also support for no reform from white South
Africans who did not want majority rule, as well as from more extreme groups such as the Weerstandsbeweging who
threatened to fight if he passed reforms. The ANC was not a mass membership organisation in South Africa and was not that
powerful and there were some black leaders like Buthelezi ready to work with him. It is possible de Klerk could have passed
reforms that did not go as far as ending minority rule.’

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Question Answer Marks

20(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

‘There was the elections boycott campaign.’


‘There was the Vaal Triangle uprising.’
‘South Africa was facing a financial crisis.’
‘Foreign businesses like Barclays left the country.’
‘The police and army were still powerful.’
‘The South African economy was in a terrible state.’
‘The country was in chaos with strikes and demonstrations.’
‘Black leaders such as Buthelezi who would have agreed to something less than minority rule.’
‘International pressure was enormous.’
‘There were white parties and leaders who would have supported making no concessions.’
‘The National Party was losing support to more right-wing parties.’
‘The ANC was ready to talk.’
‘Mandela was someone with whom he could work.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The situation by that time was so bad that de Klerk had to do something.’

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

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Question Answer Marks

21(a) What was the UNO partition plan? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘It was an attempt to decide what to do with Palestine after the Second World War.’
‘It was a plan for Palestine after the British handed back the mandate.’
‘The partition of Palestine into two states, one Jewish and one Arab.’
‘There would be economic union between the two states.’
‘It gave just over half the area to the Jews when they only formed one-third of the population.’
‘Jerusalem would be an international zone run by the UN as a holy city for Jews, Muslims and Christians.’
‘It was a plan that led to the Jews declaring the state of Israel.’

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

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Question Answer Marks

21(b) Why did the Irgun and the Stern Gang conduct a campaign of violence in Palestine in 1944–48? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The British government rejected the Biltmore recommendations that Palestine should be a Jewish state and instead
announced that Palestine should be an independent state that was neither officially Jewish nor Arab. This led Jewish
extremist groups to use violence against the British in Palestine. This included blowing up the King David Hotel. They were
fighting to drive the British out so that they could turn Palestine into a Jewish state.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘To force the British out of Palestine.’


‘The British had rejected the Biltmore recommendations.’
‘To grab territory to set up a Jewish state when the Arabs rejected the UN plan.’
‘To grab as much territory as possible for a Jewish state before the UN changed its mind.’
‘They wanted to drive Palestinians out of Palestine.’
‘To prevent the proposed Jewish state having an Arab majority.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They did this to force the rest of the world to give them what they wanted.’

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

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Question Answer Marks

21(c) ‘Israel won the war of 1948–9 because the Arab nations were divided.’ How far do you agree with this statement? 10
Explain your answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Divisions between the Arabs were a real problem. They were more interested in what was good for their own country
than in helping the Palestinians. The kings of Jordan and Egypt both wanted to be seen as the leader of the Arab world and
could not agree on tactics. King Abdullah of Jordan’s army was the strongest army on the Arab side, but he only let it fight in
the West Bank which he wanted for Jordan. He had no intention of creating a Palestinian state as he was against Palestinian
nationalism. He was playing a double game and was in touch with the Israelis. He also disagreed with the original Arab plan
which he thought would only benefit Syria. Divisions between the Arabs and the fact that each country was only looking after
its own interests were major weaknesses throughout the war.’
OR
e.g. ‘One of the main reasons Israel won was the strength of the Israeli forces. It was well equipped because Ben Gurion had
been secretly building up its arms since 1946. Czechoslovakia supplied enormous amounts of arms as well as fighter aircraft
and in other countries, such as the USA and Europe, Israeli agents bought planes and modern equipment. It ended up with a
far superior air force. The Haganah had been an organised force since the 1920s and was well trained. Some Israelis had
military experience from fighting in the British Army in WW2.’

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Question Answer Marks

21(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘There was constant friction between Egypt and Jordan.’


‘Many Israelis had experience of fighting in the Second World War.’
‘The Israeli army was better armed than the Arab forces.’
‘Israel had total air superiority.’
‘Israeli military leadership was far superior to that of the Arab nations.’
‘The Israelis were fighting for their survival.’
‘The Israelis had a desire to protect what they had been fighting for since 1945.’
‘The Israelis’ morale was boosted by the support of the USA.’
‘The Israelis had financial support provided by Jews in Europe and the USA.’
‘The Arab military forces were inexperienced and poorly led.’
‘Arab leaders did not trust King Abdullah, their supreme commander.’
‘King Abdullah had his own aims that were not always the same as those of the other Arab leaders.’
‘Both King Abdullah and King Farouk wanted to be seen as the leader of the Arab world.’
‘Arab lines of communication were stretched, causing problems with supplies.’
‘Syria and Lebanon did little fighting and provided a small number of troops.’
‘The Palestinians and the Arab countries did not always agree.’
‘The Israelis were able to increase the size and power of their army during the first truce in June.’
‘The Israelis introduced conscription.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Arab countries’ efforts to defeat Israel were half-hearted.’

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

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Question Answer Marks

22(a) Describe the actions of Palestinian terrorists in the 1970s. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The PLO tried to assassinate King Hussein of Jordan.’


‘In 1970 the PFLP hijacked three planes at Dawson’s Fields.’
‘In 1971 Black September assassinated the Jordanian Prime Minister.’
‘They were involved in the Lebanese Civil War.’
‘The Munich Olympics massacre of 1972.’
‘The Savoy Hotel attack in Israel.’
‘The Entebbe hijacking.’

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

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Question Answer Marks

22(b) Why were there so many Palestinian refugees by 1970? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The biggest cause of Palestinian refugees was the 1948 war between Israel and the Arab states and Palestinians. Over
700 000 fled or were expelled from their homes. Some Arab villages were burnt down by Israelis making others flee in fear.
Some claim that the Israelis made them leave because they wanted a pure Jewish state. Others claim that some left because
they did not want to live with Jews or because they thought the Arabs would win and they would soon return.’

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘During the 1948 war, over 700 000 Palestine Arabs fled from what became Israel.’
‘The Israelis were burning Palestinian villages.’
‘There were so many refugees because of the Israeli victory in 1948.’
‘This is because the Arabs refused to accept the 1947 UN resolution giving them an independent state.’
‘They were expelled by the Israelis in 1948.’
‘They were encouraged to leave to make way for invading Arab armies.’
‘They were expelled or fled during the Six-Day War.’
‘Arab states have denied them citizenship.’
‘After the Six-Day War, the whole of historical Palestine came under Israeli rule.’
‘In 1967 many fled to the East Bank of the Jordan.’
‘They had not been resettled by Arab countries.’
‘After the 1948 war, Israel refused to let the refugees return home.’
‘Arab states did not want to solve the refugee problem. They wanted to keep it as a weapon against Israel.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘This was because they had lost their homes and had nowhere to go.’

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

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Question Answer Marks

22(c) ‘The Arab states gave little support to the Palestinian cause.’ How far do you agree with this statement? Explain your 10
answer.

Level 5 Explains with evaluation 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The Arab states have given little support to the Palestinian cause. One example of this is the way in which they have
treated the refugees. There are many Palestinian refugees living in Arab countries but many have remained in squalid camps.
They also remain stateless because the Arab countries will not give them citizenship. The Arab countries claim that the only
solution to the refugee problem is for Israel to let the Palestinians have their own state. Some Arab countries want to keep the
refugees as a way of keeping the pressure on Israel.’
OR
e.g. ‘There have been times when Arab states have supported the Palestinian cause. For example, when the PLO and Jordan
were in conflict in 1970, they tried to negotiate a peaceful settlement. Several of the Arab countries sympathised with Arafat.
In 1974 the Arab League agreed to admit the PLO to full membership. Overall, Arab countries have supported Arafat when he
was being pressurised by Israel. Some helped the PLO recover in the 1980s.’

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Question Answer Marks

22(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Arab states have done little because the existence of the refugees is useful for them as a weapon against Israel.’
‘They have generally refused to give the refugees citizenship.’
‘After the Gulf War, Kuwait expelled many Palestinians.’
‘Countries like Saudi Arabia have refused to give them jobs.’
‘In Lebanon the refugees are not allowed to own property.’
‘In Lebanon refugees have limited access to jobs.’
‘Many Arab countries have refused to give the refugees basic human rights.’
‘In 1971 Jordan expelled Arafat and the PLO.’
‘In the 1980s the PLO received financial assistance from Iraq, Libya and Saudi Arabia. This helped the PLO recover and
enabled the PLO to conduct the first Intifada in 1987.’
‘Some rich Arab states have been indifferent and could have supported the Palestinians with much more money.’
‘In 1974 the PLO was admitted into the Arab League as a full member.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Arab states have not always supported the Palestinians as much as they wanted.’

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

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Cambridge Assessment International Education


Cambridge International General Certificate of Secondary Education

HISTORY 0470/21
Paper 2 May/June 2019
2 hours
No Additional Materials are required.
* 0 8 0 2 0 8 9 4 5 9 *

READ THESE INSTRUCTIONS FIRST

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

This paper has two options.


Choose one option, and answer all of the questions on that topic.
Option A: Nineteenth century topic [p2–p6]
Option B: Twentieth century topic [p8–p12]

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

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

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

DC (JP/TP) 167394/2
© UCLES 2019 [Turn over
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Option A: Nineteenth century topic

DID THE EVENTS OF 1857 IN INDIA AMOUNT TO A NATIONAL WAR OF INDEPENDENCE?

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

Background Information

There has been much controversy over the events that started in India with a mutiny of sepoys on
10 May 1857. At the time, and since, these events have been represented in different ways. Many
British accounts at the time presented the events as backward, unorganised and irrational attempts to
preserve India from ‘progress’ caused by unfounded fears about some cartridges greased with pig and
cow fat and by other immediate grievances about sepoys’ conditions of employment in the army. On the
other hand, some accounts, often Indian, presented the events in a way that would demonstrate poor
government by the East India Company. The events were portrayed as organised and as representing
a national war for independence.

Did the events of 1857 amount to a war of independence?

SOURCE A

The mutiny began with rumours that the new cartridges about to be issued were lubricated with animal
fat. To many sepoys, this seemed to prove that the British did have a plan to Christianise India – which
many of them did. The fact that the cartridges had nothing to do with that plan was beside the point.
The Indian Mutiny was therefore much more than its name implies. It was a full-blown war. And its
causes were more profound than grease-coated cartridges. ‘The First War of Independence’ is what
the Indian schoolbooks and monuments call it. Yet Indians fought on both sides and independence was
not the issue. It had its humdrum causes: the frustration of Indian soldiers at their lack of promotion,
for example. Of far greater significance was an Indian conservative reaction against a succession of
British interferences with Indian culture, which seemed to - and in many ways actually did – add up to a
plot to Christianise India. First and foremost, as the scant Indian testimony which has survived makes
clear, this was indeed ‘a war in the cause of religion’.

The siege of Lucknow was caused by the British annexation of the province of Oudh. This annexation
can be seen as one of the political causes of the Mutiny. Delhi was the historic capital of the Mughal
Empire and surely the crucial battleground of the mutineers if they genuinely dreamt of ousting the
British from India. And indeed many of the Muslim mutineers did look for leadership to the Bahadur Shah
Zafar, last of the Mughals. There still survives a five-point proclamation issued in his name appealing to
a broad range of Indian social groups. It is the nearest thing produced during the Mutiny to a manifesto
for national independence. Yet the memorial to the soldiers killed fighting on the British side, which still
stands on a hill overlooking Delhi, shows how little this appeal was heeded. The inscription shows that
82% of the casualties among ranks below officers were classified as ‘native’.

From a history book published in 2004.

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SOURCE B

Many reasons contributed to the outbreak. One theory suggests that after the annexation of Oudh
by the East India Company in 1856, many sepoys were deprived of benefits they had enjoyed.
Another theory attributes the discontent among sepoys to the presence of missionaries. Local sepoys
were convinced that the Company was masterminding mass conversions of Hindus and Muslims to
Christianity. A third reasoning indicates that the changes to the terms of professional service of the
sepoys and lack of promotion may have created significant resentment. As the jurisdiction of the East
India Company expanded, the soldiers were expected to serve in less familiar regions such as Burma.
Another financial grievance was the recent removal of pensions for sepoys. While it only applied to
new recruits, it was suspected that it would also apply to those already in service.

This build up of resentment over time resulted in the eventual outbreak on May 10, 1857 at Meerut.
They rebelled against the British establishment. The fire spread rapidly and soon several mutinies
and civilian rebellions erupted. In some regions, such as Oudh, the rebellion took on the attributes of
a patriotic revolt against the European presence. Rebel leaders became national heroes. While the
rebellion of 1857 was primarily a mutiny against the practices of the East India Company, it sparked
nationalist sentiments in the hearts of Indians across the sub-continent. It was a patriotic awakening,
even if at the deepest sub-conscious levels for most people. Hence, later on, it came to be regarded as
India’s First War of Independence.

From a recent article on a website about Indian history.

SOURCE C

The Emperor, hearing the noise, told his attendants to call the native officers forward so that they might
explain what was happening. The officers explained that they had been required to bite cartridges
greased with pork and beef fat which would deprive them of their religion. They had killed the Europeans
at Meerut, and had come to claim his protection. The Emperor replied, ‘I did not call for you; you have
acted very wickedly.’ On hearing this, about one or two hundred of the soldiers climbed the steps and
came into the hall, saying, ‘Unless you join us we are all dead men and we must in that case just do
what we can for ourselves.’

An account of events in Delhi on 11 May 1857 by one of the Emperor’s officials. He is describing what
happened when soldiers massed in the courtyard of the Emperor’s palace.

SOURCE D

Hindus and Mahomedans of India! Of all the gifts of God, the most gracious is that of self-rule. Will the
oppressive Demon who has robbed you of it by deceit be able to keep it away from us for ever? No,
no. Are you going to remain idle even now? God has inspired in the hearts of Hindus and Mahomedans
the desire to turn the English out of the country. In this our army, the differences of small and great
shall be forgotten.

A proclamation issued by Bahadur Shah Zafar, the Mughal Emperor of India, at the end of May 1857.

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SOURCE E

During the extraordinary trouble from which we are now emerging, nothing has cheered our minds as
much as the fact that the disaffection of the native troops has originated in their dread of the growing
power of Christianity. Most strangely, they have mistakenly believed that the Government was trying to
entrap them into the sacrifice of their caste, yet we believe they are right in fearing that their idols and
superstitions are decaying and will be speedily overthrown, though not by might nor by power.

From an article in the ‘Missionary Herald’, August 1857.

SOURCE F

Nothing occurred to suggest the approach of such terrible upheavals, on the contrary Mr Bradbury was
welcomed with the utmost courtesy and respect by the natives, and his message was listened to with
general attention and evident interest, which may serve to show that Christian teaching has in no way
helped to bring about the catastrophe. The main insurgents such as sepoys and Muslims were from
that class of the native community that has least contact with the missionaries.

From an article published in the ‘Missionary Magazine’, November 1857. The article describes a tour
of India by James Bradbury, a clergyman and missionary.

SOURCE G

An illustration entitled ‘Mutinous Sepoys Dividing Spoils’ from ‘The History of the Indian Mutiny’,
published in Britain in 1860. ‘Spoils’ means the items stolen during the fighting.

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SOURCE H

Of all the surprising incidents connected with the Revolution of 1857, the most striking was the
secrecy with which the vast movement was organised. The clever English administrators had so little
information about the movement that even after widespread revolutionary upheaval they still persisted
in the belief that it was due to the greased cartridges! It was the holy passion of love for their country
that inspired the heroes of 1857. We cannot admire enough the skills of leaders like Nana Sahib, who
secretly perfected the organisation of the movement under the noses of English officials. They taught
the necessity of united action to Hindus and Mahomedans and infused the revolutionary spirit among
all classes. If the Revolution had been due only to the cartridges, why did the Emperor of Delhi and the
Queen of Jhansi join it?

From ‘The Indian War of Independence’ by V D Savarkar, published in 1909. He was a pro-
independence revolutionary imprisoned by the British between 1910 and 1921. His book was banned
in India by the British.

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

1 Study Sources A and B.

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

2 Study Sources C and D.

After reading Source C, are you surprised by Source D? Explain your answer using details of the
sources and your knowledge. [8]

3 Study Sources E and F.

Does Source E prove Source F to be wrong? Explain your answer using details of the sources
and your knowledge. [8]

4 Study Source G.

Why was this illustration used in this book? Explain your answer using details of the source and
your knowledge. [8]

5 Study Source H.

How useful is this source as evidence about the events of 1857? Explain your answer using details
of the source and your knowledge. [7]

6 Study all the sources.

How far do these sources provide convincing evidence that the events of 1857 amounted to a
national war of independence? Use the sources to explain your answer. [12]

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BLANK PAGE

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Option B: Twentieth century topic

WHO WAS THE AGGRESSOR IN KOREA IN 1950?

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

Background Information

In 1945, towards the end of the Second World War, the Soviet Union took control of the northern half of
Korea and the USA took control of the south. In 1948 the Democratic People’s Republic of Korea was
established in the north by the Soviets, while in the south the Republic of Korea was set up with the
help of the United Nations. Both governments claimed to be the legitimate government of the whole of
Korea.

Between 1948 and 1950 there were several clashes between the two sides and in June 1950 serious
fighting broke out. The USA suspected the Soviet Union and China of being behind the actions of North
Korea and claimed that communist expansion threatened South-East Asia and beyond and asked the
United Nations to act. On the other hand, the Soviets and Chinese claimed that the forces backing
South Korea represented not the United Nations, but the USA.

Who was responsible for conflict over Korea?

SOURCE A

Upset by the fast and astonishing growth of the power of North Korea, the American invaders hastened
the preparation of an aggressive war in order to destroy it in its infancy. The American imperialists
furiously carried out the war project in 1950. The American invaders who had been preparing the war
for a long time, alongside their puppets, finally began the war on 25 June. They unexpectedly attacked
us, and the war clouds hung over the once peaceful country, accompanied by the echoing roar of
cannons.

Having passed the 38th parallel, the enemies crawled deeper and deeper into the North. The invading
forces of the enemies had to be eliminated and our country and people had to be saved from their
threatened fate.

From a school textbook published in 2001.

SOURCE B

When the overthrow of the South Korean government through social confusion became too difficult, the
North Korean communists switched to a stick-and-carrot strategy: seeming to offer peaceful negotiations,
they were instead analysing the right moment of attack and preparing themselves for it.

Kim Il-sung secretly visited the Soviet Union and was promised the alliance of the Soviets and China
in case of war. Finally, at dawn on 25 June 1950, the North began their southward aggression along
the 38th parallel. Taken by surprise at these unexpected attacks, the army of South Korea fought
courageously to defend the liberty of the country. A United Nations’ statement denounced the North
Korean military action as illegal and as a threat to peace, and a decision was made to help the South.

From a school textbook published in 2001.

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SOURCE C

Dear brothers and sisters!

Great danger threatens our motherland and its people. What is needed to liquidate this menace?
In this war we wage against the Syngman Rhee clique, the Korean people must defend the Korean
People’s Republic, they must liquidate the unpatriotic fascist puppet regime of Syngman Rhee, they
must liberate the southern part of our motherland. We must complete the unification of the motherland
and create a single, independent, democratic state. The war which we are forced to wage is a just war
for the unification of the motherland and for freedom and democracy.

From a radio broadcast by Kim Il-sung, the Prime Minister of North Korea, to the nation, 26 June
1950. Syngman Rhee was President of South Korea.

SOURCE D

Kim Il-sung informed me that the armaments he had requested during his stay in Moscow had arrived.
He said that he had inspected his army and believed it would be ready to fight by the end of June. The
head of the North Korean army has planned the offensive and Kim Il-sung has approved these plans.
He said he would like to begin military actions against the South at the end of June.

My opinion is the following: since Kim Il-sung is in the mood to launch the campaign at the end of June,
we should agree with this deadline.

A telegram from the Soviet Ambassador in North Korea to the Soviet government, 30 May 1950.

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10

SOURCE E

A leaflet distributed in Korea during the war.

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11

SOURCE F

A cartoon entitled ‘Phoney Peace Parade’ published in Britain, 4 July 1950. Britain had asked the
Soviets to help bring about a peaceful settlement and they promptly mounted a ‘peace’ campaign.

SOURCE G

In the past it has always been our view that the North Korean forces would have little difficulty in
dealing effectively with the forces of South Korea. This was naturally (since they trained South Korean
forces) not the American view. Recently, however, they have been coming round to our way of thinking.
There can be no doubt that the ultimate aim of the North is to overrun the South; and I think in the long
term there is no doubt that they will do so. Their method of achieving this will be to prepare the South
from within. An invasion is unlikely. However, if it did take place, I think it is unlikely that the Americans
would become involved. The possession of South Korea is not essential for Allied strategic plans.

An assessment of the situation produced by military experts for the British government, December
1949.

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12

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

1 Study Sources A and B.

Which one of these textbooks was used in schools in South Korea and which one was used in
North Korean schools? Explain your answer using details of the sources. [7]

2 Study Sources C and D.

Does Source C prove that the Soviet Ambassador (Source D) was wrong? Explain your answer
using details of the sources and your knowledge. [8]

3 Study Source E.

Why was Source E distributed in Korea? Explain your answer using details of the source and your
knowledge. [8]

4 Study Source F.

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

5 Study Source G.

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

6 Study all the sources.

How far do these sources provide convincing evidence that South Korea and the USA were to
blame for the Korean War? Use the sources to explain your answer. [12]

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

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

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

© UCLES 2019 0470/21/M/J/19


Cambridge Assessment International Education
Cambridge International General Certificate of Secondary Education

HISTORY 0470/41
Paper 4 Alternative to Coursework May/June 2019
MARK SCHEME
Maximum Mark: 40

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 May/June 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

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

This document consists of 9 printed pages.

© UCLES 2019 [Turn over


0470/41 Cambridge IGCSE – Mark Scheme May/June 2019
PUBLISHED

Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

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

GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

© UCLES 2019 Page 2 of 9


0470/41 Cambridge IGCSE – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

Assessment Objectives 1 and 2

Level 5 [33–40]

Candidates:
• Select and deploy a range of relevant and accurate contextual knowledge to effectively support
their answers.
• Select, organise and deploy effectively and relevantly a wide range of information to support their
conclusions.
• Demonstrate a good understanding of the key features, reasons, results and changes of societies,
events, people and situations relevant to the question. They demonstrate an awareness of the
importance of the broad context and of interrelationships of the issues of the question.
• Produce well-developed, well-reasoned and well-supported conclusions.
• Write with precision and succinctness, showing structure, balance and focus.

Level 4 [25–32]

Candidates:
• Deploy mostly relevant and accurate contextual knowledge to support parts of their answers.
• Select a range of relevant information which is generally well-organised and deployed appropriately.
• Demonstrate a reasonable understanding of the significance of the key features, reasons, results
and changes of societies, events, people and situations relevant to the question with awareness
of the broad context. They have some understanding of interrelationships of the issues in the
question.
• Can produce developed, reasoned and supported conclusions.
• Write with precision and succinctness, showing structure, balance and focus.

Level 3 [17–24]

Candidates:
• Demonstrate and select some relevant contextual knowledge and deploy it appropriately to
support parts of their answers.
• Select and organise mostly relevant information, much of it deployed appropriately with a structured
approach, either chronological or thematic.
• Demonstrate some understanding of the key features, reasons, results and changes of the
societies, events, people and situations relevant to the question with some awareness of the
broad context.
• Produce structured descriptions and explanations.
• Support conclusions although they are not always well-substantiated.
• Write with some precision and succinctness.

Level 2 [9–16]

Candidates:
• Demonstrate some, but limited, contextual knowledge.
• Select and organise some relevant information. This is only deployed relevantly on a few occasions.
• Identify and describe key features, reasons, results and changes of the societies, events, people
and situations relevant to the question, but little awareness of the broad context. There is some
structure in the descriptions.
• Attempt conclusions but these are asserted, undeveloped and unsupported.
• Present work that lacks precision and succinctness.
• Present a recognisable essay structure, but the question is only partially addressed.

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0470/41 Cambridge IGCSE – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

Level 1 [1–8]

Candidates:
• Demonstrate little relevant contextual knowledge.
• Demonstrate limited ability to select and organise information.
• Describe a few key features, reasons, results, and changes of societies, events, people and
situations relevant to the question. The work contains some relevant material but this is not deployed
appropriately, and there are no effective links or comparisons.
• Write relatively little or it is of some length but the content is not focused on the task.
• Answer showing little understanding of the question.

Level 0 [0]

Candidates:
Submit no evidence or do not address the question.

Question Answer Marks

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

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PUBLISHED

Question Answer Marks

1 How important was the Battle of the Marne as a reason for the 40
development of trench warfare in 1914? Explain your answer.

Yes
The German advance was halted by the British and French forces outside
Paris. They were pushed back over the River Marne and forced to dig
trenches to consolidate their losses. This led to a race to the sea, etc.

No
The failure of the Schlieffen Plan was more important, and new technology
led to a defensive form of fighting on the Western Front – machine guns
and artillery. The arrival of the BEF and the Belgian resistance were
unexpected. There was also a war on two fronts after Russia's quick
mobilisation, etc.

Question Answer Marks

2 How significant were British naval operations as a reason for Allied 40


victory in 1918? Explain your answer.

Yes
The Battle of Jutland maintained British naval superiority despite its losses.
T h e naval blockade of German ports slowly drained Germany of its
supplies, and the convoy system protected supplies from the USA – food
and armaments, etc.

No
More significant was the use of new tactics such as combined arms and
creeping barrage. There was the US entry into the war, and the failure of
Operation Michael and the leaving of the Hindenburg Line. There was also
political unrest in Germany – the October Revolution, etc.

Question Answer Marks

3 How important was hyperinflation as a cause of instability in Weimar 40


Germany, 1919–29? Explain your answer.

Yes
By 1923 hyperinflation had taken hold and led to high prices for everyday
goods. Money became worthless and the Weimar government was blamed
because it had printed more money to pay reparations. A black market
developed; the Munich Putsch, etc.

No
More important was the Treaty of Versailles with its military, economic and
territorial terms, plus the War Guilt Clause. The Weimar constitution
included proportional representation; there was political extremism from left
and right; it could be argued that hyperinflation was brought under control,
etc.

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PUBLISHED

Question Answer Marks

4 How significant was the Treaty of Versailles as a reason for the 40


increasing popularity of the Nazis after 1929? Explain your answer.

Yes
Hitler promised to reverse the terms of the Treaty; this was popular with
many Germans; rearmament; November Criminals and the stab in the
back myth, etc.

No
More significant were anti-communism; propaganda; the impact of the
Depression – unemployment; the role of the SA; Hitler’s leadership; Big
Business; newspapers; weakness of the Weimar Governments, etc.

Question Answer Marks

5 How important was war as a reason for the collapse of the Tsarist 40
regime in 1917? Explain your answer.

Yes
The Russo-Japanese War weakened Tsarist autocracy; it led to the 1905
Revolution and the October Manifesto; there were calls for reform; WW1
and its massive losses; t he Tsar's personal command of the army which
was disastrous; mutiny; shortages, etc.

No
Autocracy was out of date; living and working conditions in towns and cities;
t h e land issue for peasants; the role of the Tsarina and Rasputin; political
opposition; calls for a Duma; workers’ councils; liberal and radical
opposition, etc.

Question Answer Marks

6 How significant was Communist ideology as a reason for Stalin 40


abandoning the New Economic Policy (NEP)? Explain your answer.

Yes
Stalin wanted to remove Kulaks as a class; they were seen as capitalist,
and it led to collectivisation; Nepmen were created by the NEP; the Five
Year Plan would create a state command economy, etc.

No
The need for defence; economic modernisation of the Soviet Union; the
need to increase production of primary industries; Stalin's control of the
USSR; the need to catch up with the West; Stalin’s reputation / legacy, etc.

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Question Answer Marks

7 How important for American women were changes to the US economy 40


during the 1920s? Explain your answer.

Yes
There were more opportunities in employment and education; there was
greater sexual freedom; divorce became easier; flappers; night life; cars; the
impact of consumer goods; advertising, etc.

No
Women could vote from 1920; women remained oppressed in the South
and in rural areas; more important was intolerance – racial, political and
religious – KKK; Jim Crow Laws; WW1 experiences; liberal attitudes; jazz
and movies; birth control, Anti-flirt League disapproval; Christian Union;
Temperance, etc.

Question Answer Marks

8 How significant was government spending in ending the Depression 40


in the USA? Explain your answer.

Yes
Roosevelt’s New Deal; alphabet agencies reduced the worst impacts of the
Depression; the welfare reforms of the Second New Deal; the Emergency
Banking Act, etc.

No
WWII created a boost to US industry; the drafting of troops lowered
unemployment levels; supplying food and armaments to the Allies; loans to
the Allies; 1937 budget cuts increased unemployment, etc.

Question Answer Marks

9 How important were the military tactics of the Chinese Communist 40


Party as a reason for its victory over the Kuomintang by 1949?
Explain your answer.

Yes
Guerrilla warfare tactics were effective in WWII and the Civil War; the
Communists were seen as heroes and patriots compared to the
Nationalists; they had support from peasants; used local villages, etc.

No
More important were the corruption and unpopularity of the Nationalist
government; Second World War and Civil War outcomes; foreign support for
the KMT, etc.; the establishment of the Yenan Soviet to indoctrinate
peasants and spread Maoist ideology, etc.

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Question Answer Marks

10 How significant was Deng Xiaoping in changing life in China? Explain 40


your answer.

Yes
Deng initiated economic reforms; he brought in more Western style
capitalism; t h e release of political prisoners; the reduced role of the secret
police, etc.

No
Mao was more significant – the 1950s reforms; social reforms; foreign
relations with the USSR and USA; the Hundred Flowers Campaign; Five
Year Plans; t h e Cultural Revolution, etc.

Question Answer Marks

11 How important was Oliver Tambo in the resistance to apartheid? 40


Explain your answer.

Yes
He was an early leader of the ANC; he supported the Freedom Charter and
the Defiance Campaign; he travelled abroad to increase support for the
anti-apartheid movement; he was president of the ANC, 1967–91, etc.

No
More important was the PAC; Steve Biko and the Black Consciousness
movement; Slovo, Tutu; Mandela and de Klerk; reactions to Soweto, etc.

Question Answer Marks

12 How significant were international developments as a reason for the 40


collapse of white minority rule? Explain your answer.

Yes
The Cold War kept Western superpowers in support of South Africa as an
anti-communist country; the USA and UK continued to trade with SA; the
end of the Cold War meant this support was no longer required; increased
international condemnation; sanctions from the UK and UN, etc.

No
More significant was the anti-apartheid violence in the 1980s since the
Soweto riots; the role of de Klerk; the impact of Mandela, Tutu, Tambo; the
ANC and PAC, etc.

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Question Answer Marks

13 How important were the actions of the superpowers in the 40


development of the Arab-Israeli conflict, 1948–73? Explain your
answer.

Yes
US recognition of Israel in 1948; 1951 Treaty of Friendship between the US
and Israel; i n 1956, the US refused to support Israel; US aid in the 1960s
and military support in 1973; the USSR armed Egypt in 1967 and 1973; the
Soviet alliance with Syria, etc.

No
More important was the role of Israel and its aggressive policies in Gaza
and the West Bank; Sinai; Egypt – Nasser and Sadat; Syria and the Baath
Party; the role of the PLO; terrorism; the role of the UN, etc.

Question Answer Marks

14 How significant have political divisions within Israel been in the 40


peace process between Israelis and Palestinians? Explain your
answer.

Yes
Labor Party domination from 1948 to 1967 focused on building a secular
state; religious ministry established in 1951 led to tension with Muslims;
Likud in 1977 led to conservatism, especially religious; both parties
maintained a hard-line stance on Arab relations; Likud wanted a Greater
Israel, etc.

No
More significant to the peace process – terrorism (Hamas); the role of the
United Nations; the role of the USA – Camp David; the role of Britain;
Arafat and the PLO, etc.

© UCLES 2019 Page 9 of 9


PMT

Cambridge Assessment International Education


Cambridge International General Certificate of Secondary Education

HISTORY 0470/41
Paper 4 Alternative to Coursework May/June 2019
1 hour

Additional Materials: Answer Booklet/Paper


*1781373603*

READ THESE INSTRUCTIONS FIRST

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

Answer one question from your chosen Depth Study.

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

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

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

06_0470_41_2019_1.10
© UCLES 2019 [Turn over
PMT
2

Answer one question from your chosen Depth Study.

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

1 How important was the Battle of the Marne as a reason for the development of trench warfare in
1914? Explain your answer. [40]

2 How significant were British naval operations as a reason for Allied victory in 1918? Explain your
answer. [40]

DEPTH STUDY B: GERMANY, 1918–1945

3 How important was hyperinflation as a cause of instability in Weimar Germany, 1919-29? Explain
your answer. [40]

4 How significant was the Treaty of Versailles as a reason for the increasing popularity of the Nazis
after 1929? Explain your answer. [40]

DEPTH STUDY C: RUSSIA, 1905–1941

5 How important was war as a reason for the collapse of the Tsarist regime in 1917? Explain your
answer. [40]

6 How significant was Communist ideology as a reason for Stalin abandoning the New Economic
Policy (NEP)? Explain your answer. [40]

DEPTH STUDY D: THE USA, 1919–1941

7 How important for American women were changes to the US economy during the 1920s? Explain
your answer. [40]

8 How significant was government spending in ending the Depression in the USA? Explain your
answer. [40]

DEPTH STUDY E: CHINA, c.1930–c.1990

9 How important were the military tactics of the Chinese Communist Party as a reason for its victory
over the Kuomintang by 1949? Explain your answer. [40]

10 How significant was Deng Xiaoping in changing life in China? Explain your answer. [40]

© UCLES 2019 06_0470_41_2019_1.10


PMT
3

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

11 How important was Oliver Tambo in the resistance to apartheid? Explain your answer. [40]

12 How significant were international developments as a reason for the collapse of white minority rule?
Explain your answer. [40]

DEPTH STUDY G: ISRAELIS AND PALESTINIANS SINCE 1945

13 How important were the actions of the superpowers in the development of the Arab-Israeli conflict,
1948-73? Explain your answer. [40]

14 How significant have political divisions within Israel been in the peace process between Israelis
and Palestinians? Explain your answer. [40]

© UCLES 2019 06_0470_41_2019_1.10


PMT
4

BLANK PAGE

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

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

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

© UCLES 2019 06_0470_41_2019_1.10


Cambridge Assessment International Education
Cambridge International General Certificate of Secondary Education

HISTORY 0470/21
Paper 2 May/June 2019
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 May/June 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

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

This document consists of 15 printed pages.

© UCLES 2019 [Turn over


0470/21 Cambridge IGCSE – Mark Scheme May/June 2019
PUBLISHED
Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

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

© UCLES 2019 Page 2 of 15


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PUBLISHED
GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

© UCLES 2019 Page 3 of 15


0470/21 Cambridge IGCSE – Mark Scheme May/June 2019
PUBLISHED
Option A: Nineteenth century topic

Question Answer Marks

1 Study Sources A and B. How far do these two sources agree? Explain your answer using details of the sources. 7

Level 5 Compares big messages


Difference of opinion on the extent to which the Mutiny was a real stirring of nationalism: in A it was not, in B it was 7

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

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

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

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PUBLISHED
Question Answer Marks

2 Study Sources C and D. After reading Source C, are you surprised by Source D? Explain your answer using details 8
of the sources and your knowledge.

Level 6 Compares the sources and evaluates one of them 7–8

Level 5 Evaluates Source D but no relevant use of Source C 6

Level 4 Answers based on disagreements


e.g. Emperor not supportive in C, supportive in D 4–5

Level 3 No, answers based on agreements


e.g. In both, the Indian soldiers are fighting the British 3

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

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

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

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PUBLISHED
Question Answer Marks

3 Study Sources E and F. Does Source E prove Source F to be wrong? Explain your answer using details of the 8
sources and your knowledge.

Level 6 Compares the sources and evaluates one of them 7–8

Level 5 Evaluates F but no valid use of E 6

Level 4 Yes or no, answers based on disagreements 4–5

Level 3 No, answers based on agreements 3

Level 2 Answers based on undeveloped provenance 2

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

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

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0470/21 Cambridge IGCSE – Mark Scheme May/June 2019
PUBLISHED
Question Answer Marks

4 Study Source G. Why was this illustration used in this book? Explain your answer using details of the source and 8
your knowledge.

Level 6 L4/L5 plus purpose in context


i.e. to have an impact on British opinions about the Mutiny 8

Level 5 Reason based on the Big Message


i.e. to say that the behaviour of the sepoys/Indians was evil/blameworthy 6–7

Level 4 Reason based on sub-message 4–5

Level 3 Reason based on context 3

Level 2 Interprets picture or describes context, but no reason given 2

Level 1 Describes the source, no reason given 1

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

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PUBLISHED
Question Answer Marks

5 Study Source H. How useful is this source as evidence about the events of 1857? Explain your answer using details 7
of the source and your knowledge.

Level 5 Answers based on evaluation of Source H as evidence of his purpose – to accept it as useful 7

Level 4 Answers based on developed evaluation of Source H – to reject it as useful 5–6

Level 3 Answers based on information in Source H 3–4

Level 2 Answers based on undeveloped use of provenance 2

Level 1 Unsupported assertions or fails to address utility 1

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

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PUBLISHED
Question Answer Marks

6 Study all the sources. How far do these sources provide convincing evidence that the events of 1857 amounted to a 12
national war of independence? Use the sources to explain your answer.

Level 3 Uses sources to support and reject the statement 7–10

Award up to 2 bonus marks for evaluation of sources (no more than 1 per source).

Source use must be reference to a source by letter, by provenance or by direct quote. There must be examples from source
content. There must be an explanation of how this supports/does not support the statement.
Use a D the margin for each source use in support of the statement and a x for each source use rejecting the statement.

D- B, D, H
x – A, (B), C, E, F, G

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

Level 1 No valid source use 1–3

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

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PUBLISHED
Option B: Twentieth century topic

Question Answer Marks

1 Study Sources A and B. Which one of these textbooks was used in schools in South Korea and which one was used 7
in North Korean schools? Explain your answer using details of the sources.

Level 5 L2/L3/L4 plus purpose


Purpose is the intended impact on the behaviour of the audience 7

Level 4 L2/L3 plus explains that the language has the purpose of persuading the audience
e.g. To get the pupils to see who was to blame 6

Level 3 Explains how language in the source(s) indicates the side 4–5

Level 2 Identifies language in the source(s) that indicates the side (but no explanation) 2–3

Level 1 Misinterpretations (i.e. gets it wrong way round) or unillustrated assertions (i.e. no use of source content) 1

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

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Question Answer Marks

2 Study Sources C and D. Does Source C prove that the Soviet Ambassador (Source D) was wrong? Explain your 8
answer using details of the sources and your knowledge.

Level 6 Compares the sources and evaluates one of them 8

Level 5 Evaluates D but no valid use of C 7

Level 4 Yes or no, answers based on disagreements 5–6

Level 3 No, answers based on agreements 3–4

Level 2 Answers based on undeveloped provenance 2

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

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

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PUBLISHED
Question Answer Marks

3 Study Source E. Why was Source E distributed in Korea? Explain your answer using details of the source and your 8
knowledge.

Level 7 L4 plus purpose in relation to an audience of Americans in Korea 8

Level 6 L4 plus purpose in relation to a Korean audience 7

Level 5 Reason based on purpose, but no message 6

Level 4 Reason based on message


i.e. to tell people what is in the source 4–5

Level 3 Reason based on context


i.e. because of the war going on, or because what is mentioned in the source was going on 3

Level 2 Interprets source or describes context, but no valid reason 2

Level 1 Surface description, no valid reason given 1

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

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PUBLISHED
Question Answer Marks

4 Study Source F. What is the message of the cartoonist? Explain your answer using details of the source and your 8
knowledge.

Level 6 Explains valid big message plus the cartoonist’s opinion of the Soviets 8

Level 5 Explains valid big message of the cartoon


i.e. that the Soviets were merely pretending to want peace 6–7

Level 4 Explains valid sub-messages


e.g. The Soviets are liars, the Soviets are causing trouble in Korea, the Soviets don’t want peace, etc. 4–5

Level 3 Undeveloped answers lifted from the provenance 3

Level 2 Misreadings of the cartoon


i.e. the Russians are in favour of peace 2

Level 1 Describes the cartoon, no message 1

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

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PUBLISHED
Question Answer Marks

5 Study Source G. Are you surprised by this source? Explain your answer using details of the source and your 7
knowledge.

Level 7 Both aspects of L6


i.e. date and British provenance 7

Level 6 Explains why surprised/not surprised in relation to the date of the source or in relation to the British provenance of the
source 6

Level 5 Uses content of G and cross-reference to explain why surprised and why not surprised 5

Level 4 Uses content of G and cross-reference to explain why surprised or not surprised 4

Level 3 Explains reasons internal to the source for being surprised/not surprised 3

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

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

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

© UCLES 2019 Page 14 of 15


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PUBLISHED
Question Answer Marks

6 Study all the sources. How far do these sources provide convincing evidence that South Korea and the USA were to 12
blame for the Korean War? Use the sources to explain your answer.

Level 3 Uses sources to support and reject the statement 7–10

Award up to 2 bonus marks for evaluation of sources (no more than 1 per source).

Source use must be reference to a source by letter, by provenance or by direct quote. There must be examples from source
content. There must be an explanation of how this supports/does not support the statement.
Use a D the margin for each source use in support of the statement and a x for each source use rejecting the statement.

D– A, C, E
X – B, D, F, G

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

Level 1 No valid source use 1–3

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

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Cambridge IGCSE™

HISTORY 0470/12
Paper 1 May/June 2020

2 hours

You must answer on the enclosed answer booklet.


* 1 4 4 7 4 3 9 3 5 7 *

You will need: Answer booklet (enclosed)

INSTRUCTIONS
● Answer three questions in total:
Section A (Core Content): answer two questions.
Section B (Depth Studies): answer one question.
● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.

INFORMATION
● The total mark for this paper is 60.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 12 pages. Blank pages are indicated.

DC (JC) 184563/2
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SECTION A: CORE CONTENT

Answer any two questions from this Section.

1 Italian unification was the result of different factors.

(a) Describe how Piedmont was reformed during the 1850s. [4]

(b) Why were Garibaldi’s actions in 1860 important to Italian unification? [6]

(c) Did Napoleon III help or hinder the cause of Italian unification? Explain your answer. [10]

2 After setbacks in 1848, German unification was eventually achieved.

(a) What were the aims of the revolutionaries in Berlin in March 1848? [4]

(b) Why was the Frankfurt Parliament important? [6]

(c) ‘The main reason why Bismarck was able to achieve German unification was his use of
diplomacy.’ How far do you agree with this statement? Explain your answer. [10]

3 The USA was divided before, during, and after the Civil War.

(a) Describe the actions of ‘carpetbaggers’ after the Civil War. [4]

(b) Why was there so much violence in Kansas in the years 1854 to 1861? [6]

(c) How far was Lincoln responsible for the North’s victory in the Civil War? Explain your answer.
[10]

4 European imperialism was often met with resistance.

(a) Describe how Britain’s system of indirect rule worked in Nigeria. [4]

(b) Why did Leopold II want to acquire the Congo? [6]

(c) ‘The main reason for the first Opium War was the growth of opium addiction in China.’ How
far do you agree with this statement? Explain your answer. [10]

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5 The politicians had a difficult task negotiating the Paris peace treaties.

(a) What territory did Germany lose in the Treaty of Versailles? [4]

(b) Why did the Treaty of Sèvres have to be renegotiated? [6]

(c) How satisfied were the French with the Treaty of Versailles? Explain your answer. [10]

6 A number of factors helped Hitler achieve his foreign policy objectives.

(a) What was the Nazi-Soviet Pact? [4]

(b) Why was Mussolini’s support over Anschluss important to Hitler? [6]

(c) ‘The Munich Agreement made war more, not less, likely.’ How far do you agree with this
statement? Explain your answer. [10]

7 Cuba presented problems for the USA.

(a) Describe what happened in the Bay of Pigs incident. [4]

(b) Why was the existence of Soviet missiles in Cuba a problem for the USA? [6]

(c) ‘Kennedy handled the Cuban Missile Crisis more effectively than Khrushchev.’ How far do
you agree with this statement? Explain your answer. [10]

8 Both Iran and Iraq faced many problems.

(a) Describe Saddam Hussein’s modernisation programme in Iraq. [4]

(b) Why did Ayatollah Khomeini become the ‘supreme leader’ of Iran in 1979? [6]

(c) ‘Iraq’s economic problems explain why it invaded Kuwait in 1990.’ How far do you agree with
this statement? Explain your answer. [10]

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SECTION B: DEPTH STUDIES

Answer any one question from this Section.

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

9 Hundreds of thousands of men died in trench warfare.

(a) Describe what life was like for soldiers in the trenches. [4]

(b) Why did the German failure to break through at Verdun in 1916 matter? [6]

(c) How well did Haig lead the British army in the Battle of the Somme? Explain your answer.
[10]

10 The First World War was not only fought on the Western Front.

(a) Describe how the British government restricted the freedom of civilians during the war. [4]

(b) Why was the Eastern Front important in the First World War? [6]

(c) ‘The most important aspect of the war at sea was the British blockade of German ports.’ How
far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY B: GERMANY, 1918–45

11 The Weimar Republic struggled to overcome early weaknesses.

(a) Describe revolutionary events in Germany in 1918–19. [4]

(b) Why did events in the Ruhr in 1923 have important consequences for Germany? [6]

(c) ‘The Weimar Republic never recovered from its early weaknesses.’ How far do you agree
with this statement? Explain your answer. [10]

12 The Nazis had to deal with many different issues during their time in power.

(a) Describe the activities of the ‘Swing’ movement. [4]

(b) Why did the Nazis change their economic policies during the war years? [6]

(c) ‘Nazi policies towards women were unsuccessful.’ How far do you agree with this statement?
Explain your answer. [10]

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DEPTH STUDY C: RUSSIA, 1905–41

13 Events moved quickly in the period 1917 to 1921.

(a) Describe the actions of the Bolsheviks in Petrograd during 7–8 November 1917. [4]

(b) Why were there disagreements between the Provisional Government and the Petrograd
Soviet? [6]

(c) ‘The introduction of the New Economic Policy by Lenin was surprising.’ How far do you agree
with this statement? Explain your answer. [10]

14 Stalin was determined to have no rivals.

(a) Describe what happened at Stalin’s ‘show trials’. [4]

(b) Why did it surprise many people when Stalin emerged as the new leader of the Soviet Union?
[6]

(c) ‘The main reason that Stalin was able to control the Soviet Union was his use of the cult of
personality.’ How far do you agree with this statement? Explain your answer. [10]

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DEPTH STUDY D: THE UNITED STATES, 1919–41

15 Life in the USA in the 1920s had some attractive, but other unpleasant, features.

(a) Describe the attractions of the cinema for Americans in the 1920s. [4]

(b) Why were there changes to the roles of women in the 1920s? [6]

(c) ‘Immigrants suffered most from the intolerance of US society in the 1920s.’ How far do you
agree with this statement? Explain your answer. [10]

16 The New Deal was successful in some ways, but not in others.

(a) What was the Works Progress Administration (WPA)? [4]

(b) Why was the Supreme Court important to the New Deal? [6]

(c) ‘The successes of the New Deal were more important than its failures.’ How far do you agree
with this statement? Explain your answer. [10]

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DEPTH STUDY E: CHINA, c.1930–c.1990

17 In the late 1930s and 1940s the Communists grew stronger.

(a) Describe the threat to the Communists from Chiang Kai-shek in the period 1927–34. [4]

(b) Why were the years spent at Yenan important for the Communists? [6]

(c) ‘The weakness of the Nationalists, and not the strength of the Communists, was the most
important factor in the outcome of the Civil War.’ How far do you agree with this statement?
Explain your answer. [10]

18 China began to change in the 1970s.

(a) Describe the power struggle between Hua Guofeng and Deng Xiaoping after Mao’s death. [4]

(b) Why did the Cultural Revolution come to an end? [6]

(c) ‘China in 1990 was very different from China under Mao.’ How far do you agree with this
statement? Explain your answer. [10]

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

19 Before 1948 South Africa was moving towards apartheid.

(a) Describe the consequences of the Native Urban Areas Act of 1923 for black South Africans.
[4]

(b) Why did the 1948 election have important consequences for South Africa? [6]

(c) ‘Economic development by 1945 benefited the people of South Africa.’ How far do you agree
with this statement? Explain your answer. [10]

20 In the period 1966 to 1980 pressure on the South African government increased.

(a) Describe the actions taken by the United Nations against South Africa in the period 1966 to
1973. [4]

(b) Why was Steve Biko important? [6]

(c) How far did South Africans benefit from improvements in the economy in the period 1966 to
1980? Explain your answer. [10]

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10

DEPTH STUDY G: ISRAELIS AND PALESTINIANS SINCE 1945

21 After the Second World War disputes over Palestine were bound to cause problems.

(a) What was the Arab League? [4]

(b) Why did Jews want Britain to leave Palestine? [6]

(c) ‘Israel won the war of 1948–49 because of support from Europe and the USA.’ How far do
you agree with this statement? Explain your answer. [10]

22 Attempts to find a solution to the Palestinian issue have failed.

(a) Describe how the United Nations has helped Palestinian refugees. [4]

(b) Why did the events of 1947–48 create a refugee crisis? [6]

(c) Did Yasser Arafat help or hinder the Palestinian cause? Explain your answer. [10]

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12

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

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

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

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Cambridge IGCSE™

HISTORY 0470/12
Paper 1 May/June 2020
MARK SCHEME
Maximum Mark: 60

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.

Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 92 printed pages.

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0470/12 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED
Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

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

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PUBLISHED
GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

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PUBLISHED
GENERAL INSTRUCTIONS

Applying the Mark Scheme


• When marking a response the overall criteria to be considered should be – ‘How good is this response to this question?’
• The ‘Level Descriptor’ should be used to decide the Level into which the quality of the answer fits.
• Exhaustive lists of possible facts are not given in the mark scheme, as there is often a choice of factual knowledge that candidates may use.
• WHERE EXAMPLES OF RESPONSES ARE GIVEN, THESE ARE NOT PRESCRIPTIVE, BUT ARE INTENDED AS A GUIDE. It is not
possible to cover every possible type of response within a levels of response mark scheme and examiners are expected to use their
professional judgement at all times in ensuring that responses are placed in the correct levels and given an appropriate mark within that level.
If you cannot resolve the issue please contact your team leader.
• Marking must be positive. Marks must not be deducted for inaccurate or irrelevant parts of answers. In itself, poor use of historical terminology,
spelling, grammar or handwriting does not affect the mark. The overall quality of the answer to the question should be judged.
• If a candidate reaches a particular level s/he must be rewarded with a mark within that level. It is not necessary to work through the levels.
• The full range of marks should be used. Do not be afraid to award full marks or no marks. Failure to do this will seriously affect the distribution
of marks. Be prepared to reward candidates who show any level of understanding. The mark scheme starts from basic acceptable response.
Where a band of marks is indicated for a level these marks should be used with reference to the development of the answer within that level.

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

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PUBLISHED
Question Answer Marks

1(a) Describe how Piedmont was reformed during the 1850s. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The Siccardi laws controlled the powers of the Church.’


‘Civil marriage was introduced.’
‘Piedmont was industrialised.’
‘Cavour had a railway built.’
‘The running of the Piedmont army was modernised and the army strengthened.’
‘Cavour made free-trade treaties with several countries.’

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

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Question Answer Marks

1(b) Why were Garibaldi’s actions in 1860 important to Italian unification? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘In 1860 Garibaldi’s Thousand defeated the Neapolitans and won control of Sicily. This was a major step towards
unification. Sicily had been taken from the King of Naples and would later be annexed by Piedmont. It gave Garibaldi a base
from which he could next launch an attack on mainland Italy. Basically, Garibaldi destroyed the Kingdom of Naples which was
a massive move towards unification.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘He defeated the Neapolitan army on Sicily.’


‘He took control of Sicily.’
‘He took control of the city of Naples.’
‘Garibaldi handed over Sicily and Naples to Victor Emmanuel.’
‘He destroyed the power of the Kingdom of Naples.’
‘He made the first moves towards unification when Cavour was not ready to act.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They were important because he changed a lot and took Italy towards unification.’

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

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Question Answer Marks

1(c) Did Napoleon III help or hinder the cause of Italian unification? Explain your answer. 10

Level 5 Explains with evaluation of ‘did Napoleon III help or hinder’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Napoleon helped Italian unification because without him Austria would not have been defeated. Austrian power in Italy
was the great obstacle in the way of unification, but Piedmont could not defeat it by itself. Cavour and Napoleon made a
secret agreement to provoke Austria into a war. The French helped Piedmont defeat the Austrians and drive them from
Lombardy. As a result, Lombardy was given to Piedmont. This was the beginning of the end of Austrian power in Italy and an
important step towards unification as it led to uprisings in Italy and to Garibaldi’s actions.’

OR

e.g. ‘Napoleon was not all that interested in Italian unification. He wanted to gain Savoy and Nice. He was horrified by the
killing in the battle of Solferino and worried that Piedmont was taking more land than had been agreed. Because of this he
brought the war against Austria to an early end by agreeing an armistice. Piedmont was very disappointed because Austria
had not been driven from Italy as Venetia was still under Austrian control. The Pope also still ruled Rome and central Italy.
This shows that Napoleon was more interested in gaining Savoy and Nice than in helping Italian unification.’

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Question Answer Marks

1(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘He helped defeat the Austrians at Magenta and Solferino.’


‘He helped Piedmont defeat the Austrians and win Lombardy.’
‘His victories with Piedmont over Austria started a process of unification that could not be stopped.’
‘He prevented Austria from being driven from Italy by agreeing an armistice with the Austrians in June 1859.’
‘He made peace with Austria when it was on its knees and could have been completely defeated.’
‘Napoleon was only interested in what was good for France – winning Savoy and Nice.’
‘Napoleon was only interested in replacing Austrian influence over Italy with French influence.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Napoleon did not really help Italian unification.’

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

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Question Answer Marks

2(a) What were the aims of the revolutionaries in Berlin in March in 1848? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Parliamentary elections.’


‘A constitution.’
‘Freedom of the press.’
‘Their demands included the division of the large estates of the rich amongst the poor.’
‘Social reforms.’
‘Better education for the poor.’
‘A united Germany.’

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

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Question Answer Marks

2(b) Why was the Frankfurt Parliament important? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The Frankfurt Parliament was important because it represented the first real serious effort to plan a united German state.
It suggested a constitution for a united Germany as a federal union with an elected diet and an emperor. It even went as far
as offering Frederick William of Prussia the position of emperor. Although it failed, it brought the issue of a united Germany to
the forefront, making sure the issue would not disappear.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘It was the first freely elected parliament for all of Germany.’
‘It produced a constitution for a united Germany.’
‘It offered Frederick William the office of emperor of a united Germany.’
‘It was an important step towards a united Germany.’
‘It put the idea of a united Germany firmly on the agenda. It now would not go away.’
‘It represented the German people from all parts of Germany.’
‘Its failure was important because it led to a Prussian dominated Germany.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Frankfurt Parliament was important because it was a real change and led to other changes.’

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

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Question Answer Marks

2(c) ‘The main reason why Bismarck was able to achieve German unification was his use of diplomacy.’ How far do you 10
agree with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Bismarck’s diplomacy was very important in achieving German unification. One big obstacle to unification was France, so
Bismarck knew that France had to be defeated so that it was too weak to stop unification. Therefore, he used diplomacy to
trick France into declaring war. He changed a telegram from William I to the French, making it look as if William had
humiliated the French, and sent it to the newspapers for publication. In reply the French declared war giving Bismarck his
opportunity.’

OR

‘I think it was the Prussian army that achieved unification for Bismarck. The army defeated Denmark, Austria and France.
These military victories were essential for unification. The Prussian army had been reformed so it was better trained and well-
armed. Although the Austrian army was bigger, the Prussians quickly defeated it by using the new breech-loading needle gun
which fired five times faster than anything the Austrians had. This victory meant that Austria was no longer a contender for
leading a unified Germany. Only Prussia could now do that.’

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Question Answer Marks

2(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘German unification was achieved because Bismarck manipulated the crisis over Schleswig Holstein.’
‘Bismarck made the most of the mistakes made by others like those by the French over the Hohenzollern candidature.’
‘Bismarck used opportunities like over the Ems telegram.’
‘Bismarck used the situation at the time to draw the French into war.’
‘Bismarck used the situation over Holstein to manufacture a war with Austria.’
‘The Prussian army was reformed with new weapons.’
‘Unification was achieved by defeating the Austrians.’
‘Unification was achieved by defeating the French.’
‘Unification was achieved because of the war with Denmark.’
‘Unification was achieved because of the strength of the Prussian army.’
‘Prussian economic strength gave it the resources to challenge Austria and France.’
‘Bismarck was able to achieve unification because of the growth of German nationalism.’
‘German unification was only possible because of Prussia’s economic strength.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Bismarck achieved German unification because he was more successful than anyone else.’

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

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Question Answer Marks

3(a) Describe the actions of ‘carpetbaggers’ after the Civil War. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘They exploited people in the South.’


‘They supported Republican policies.’
‘They supported the right of black Americans to vote.’
‘They bought plantations in the South.’
‘They bought people’s votes so they would support their business schemes.’
‘They planned to make money out of cotton.’
‘They wanted to reform the South to make it more like the North.’
‘They worked at the Freedman’s Bureau.’
‘They invested in the South hoping to make lots of money.’
‘They made money from the South while it was in a weak position.’

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

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Question Answer Marks

3(b) Why was there so much violence in Kansas in the years 1854 to 1861? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘There was so much violence because of the issue of slavery. The disagreement was over whether Kansas should
become a slave state or a free state. The Kansas-Nebraska Act said that this should be decided by popular vote in Kansas,
and people on both sides of the argument moved into Kansas to gain the right to vote on the issue. Pro-slavers from Missouri
flocked across the border to sway elections. In response, Northern abolitionists moved into Kansas, leading to violence
between the two sides.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘This was because of slavery.’


‘There was disagreement over whether Kansas would allow or outlaw slavery.’
‘Border Ruffians moved into Kansas to support slavery.’
‘Abolitionists moved into Kansas to ensure it became a free state.’
‘Both sides were armed.’
‘Both sides raised their own armies.’
‘John Brown stirred up much of the trouble.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘There was so much violence because people disagreed with each other very strongly.’

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

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Question Answer Marks

3(c) ‘How far was Lincoln responsible for the North’s victory in the Civil War? Explain your answer. 10

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides. 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think Lincoln was very important to the victory of the North. He was a great leader and speaker, and this made sure that
Northerners stayed loyal to the North and did not join the South. His election victory in 1864 showed the support he had in the
war. He used all his skill to keep the border states on his side and managed to unite the North. He was also very clever in
issuing the Emancipation Proclamation which ensured the support of black people in the South and gave him lots of support.’

OR

‘I don’t think Lincoln had much to do with it. The North was simply stronger. For example, it had a stronger navy and was able
to establish a naval blockade of Southern ports. This meant that supplies of essential goods could not get through to the
Confederate Army, and the South could not sell its valuable cotton. These financial problems were made worse by the small
population of the South, since they were unable to raise enough taxes to fund the Confederate army.’

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3(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Lincoln managed to unite the North.’


‘Lincoln won the support of black people in the South.’
‘Lincoln’s speeches won the North a lot of support.’
‘Lincoln led his generals in a decisive way and made them obey his orders.’
‘Lincoln forced his generals to be more assertive and ruthless.’
‘Lincoln’s vision of saving the Union united the North.’
‘The South lost because of a lack of manpower.’
‘The North was able to blockade the South.’
‘The North won because its industry was able to make weapons.’
‘The South had little industry and was mainly agricultural.’
‘The South lacked money. Its population was small and so taxes did not raise much.’
‘The North had a stronger navy.’
‘The North won because of its extensive railroad system.’
‘The longer the war went on the more likely the South was going to lose because of its lack of resources.’
‘Many slaves fled the South to join the Union armies, making them stronger.’
‘Lee’s offensive approach led to high casualties destroying a large part of the Confederate army.’
‘The Battle of Gettysburg was a turning point and made the South retreat.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Lincoln was a great leader that helped the North win the war.’

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

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Question Answer Marks

4(a) Describe how Britain’s system of indirect rule worked in Nigeria. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘It was run by Lugard.’


‘It meant ruling through the local rulers that had been defeated by the British.’
‘The emirs kept their positions if they accepted British authority.’
‘The emirs were responsible to the British district officers who had the final authority.’
‘This system required only a small number of British colonial officers.’
‘All orders from the high commissioners were transmitted through the emirs so they kept their authority with the locals.’
‘Most of the activities of government were carried out by the emirs.’

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

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Question Answer Marks

4(b) Why did Leopold II want to acquire the Congo? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Leopold believed that acquiring overseas colonies was essential if a country was to be seen as great. He had seen other
European countries like Britain gain colonies and he thought that Belgium was being left behind. He had already tried to get
the Philippines from Spain. When he failed to gain a colony for Belgium he acquired the Congo as a private citizen. This
shows how desperate he was to gain a colony.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘He believed that overseas colonies were essential to a country being great.’
‘He thought he could make a lot of money from the ivory and rubber in the Congo.’
‘He had failed to gain other colonies.’
‘He thought that once he had the Congo he could win influence in other areas in Africa such as Sudan.’
‘This was a time of colonial expansion by European powers.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘He wanted the Congo to make himself much stronger.’

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

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Question Answer Marks

4(c) ‘The main reason for the Opium War was the growth of opium addiction in China.’ How far do you agree with this 10
statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think it was the main reason. The East India Company had been making enormous amounts of money by smuggling
opium into China for many years. By the 1830s other countries like the USA were also smuggling it into China and making
vast profits. The result was that millions of Chinese were addicted to opium and this was doing a lot of harm to the country.
The Chinese government tried to stop this by passing laws against the trade but they had little effect. The Emperor even
wrote to Queen Victoria asking for the trade to stop. In desperation the Emperor ordered the opium to be seized and ordered
a blockade of foreign ships. In return the British sent troops to China. So it is clear that the war started because of the
addiction in China which the Chinese wanted to stop.’

OR

e.g. ‘The Opium Wars were caused by the British wanting to increase profits. The British bought lots of goods like tea from
China but the Chinese were not buying any British goods in return. So, the British began to sell opium in China to balance
things up. Its merchants made enormous profits from the trade. When the Chinese tried to stop the trade the British reacted
with force to protect the enormous profits that were being made.’

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Question Answer Marks

4(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘ Millions of Chinese people were addicted and this was harming the country.’
‘The Emperor was worried about the addiction and wanted to stop it.’
‘The Chinese Emperor seized the opium and tried to stop foreign ships bringing it into China.’
‘The British sent troops when the Chinese tried to stop the opium trade.’
‘The British wanted to open China up to more trade.’
‘The British went to war with China to protect the profits they were making from the opium trade.’
‘The British were annoyed that they could only trade through one port in China.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘People can become addicted to opium, and I think this was probably an important reason.’

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

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Question Answer Marks

5(a) What territory did Germany lose in the Treaty of Versailles? 4

Level 1 One mark for each relevant point; additional mark for supporting detail

e.g. ‘Alsace-Lorraine.’
‘The Saarland was handed over to the League of Nations for 15 years.’
‘Germany lost the city of Danzig.’
‘Posen and the Polish corridor were given to Poland.’
‘All German colonies were taken.’
‘Eupen and Malmedy were given to Belgium.’
‘Parts of Schleswig were given to Denmark.’
‘Germany lost Memel.’
‘Czechoslovakia was given the Hultschin district.’

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

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5(b) Why did the Treaty of Sevres have to be renegotiated? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘It had to be renegotiated because of the emergence of a new, modern Turkey. Many people in Turkey thought that the
treaty was far too severe on them. The Ottoman Empire had been cut up and destroyed and they wanted to create a new
modern Turkish state. There was a Turkish War of independence led by Turkish nationalists. When they set up the Republic
of Turkey they rejected the Treaty of Sevres and negotiated the Treaty of Lausanne which recognised the new state of
Turkey.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The treaty was far more severe than the Treaty of Versailles.’
‘It was rejected by the Turkish national movement.’
‘It had to be renegotiated because of the emergence of a new Turkey.’
‘The Turks thought they had been punished too harshly.’
‘The Turks wanted to get the Greeks out of Smyrna.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘This had to be done because the treaty was no good and would not work.’

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

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Question Answer Marks

5(c) How satisfied were the French with the Treaty of Versailles? Explain your answer. 10

Level 5 Explains with evaluation of ‘how satisfied’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The French were happy with a lot of the measures in the Treaty of Versailles. They were glad to get Alsace-Lorraine
back which they regarded as French as it had been taken by Germany after the Franco-Prussian War in 1871. They were also
glad that Germany was being punished by the reparations. Much of the war had been fought in France, and French industry
had been destroyed. The French therefore felt that it was only right that Germany should pay for all this to be put right. The
reduction of the German military would help to protect France from a future attack, and so France was satisfied by the
territorial, economic and military terms of the Treaty.’

OR

e.g. ‘The French were not all that happy. They wanted to completely cripple Germany so that it could never threaten France
again. Some had wanted to weaken Germany by breaking it up into smaller states, but this did not happen. Overall, the treaty
was not harsh enough for the French, and this can be seen by the fact that Clemenceau was voted out of office in 1920. The
French thought that the Rhineland should have been taken away from Germany which would have made it harder for
Germany to threaten France. Overall, the French felt that it did not provide the security from a future German attack that they
had wanted.’

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Question Answer Marks

5(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘They liked the reduction of the German armed forces which made it harder for Germany to be a threat to France.’
‘They were happy about the war guilt clause that blamed Germany for the war.’
‘They liked the reparations which made Germany pay for war damage.’
‘The French did not think that the League of Nations would protect them against Germany because it was powerless.’
‘The French wanted an independent Rhineland, not a de-militarised and German one.’
‘They wanted the Rhineland to be broken into small independent states.’
‘The French wanted the treaty to be harsher and to punish Germany more.’
‘They were angry that France only got the Saar coalfields for fifteen years.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The French were on the whole happy although there were things about it that they did not like.’’

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

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Question Answer Marks

6(a) What was the Nazi-Soviet Pact? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g.
‘Germany and the Soviet Union would not go to war with each other.’
‘It was a non-aggression pact.’
‘Neither country would ally itself to an enemy of the other party.’
‘The Pact had a secret protocol to divide Eastern Europe into Nazi and Soviet spheres of influence.’
‘Germany and the Soviet Union agreed to divide Poland up between the two of them.’
‘It was signed in August 1939.’
‘It meant that Germany would not have to fight a war on two fronts.’

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

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6(b) Why was Mussolini’s support over Anschluss important to Hitler? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Mussolini’s support was crucial because he had a big interest in what was happening in Austria. In 1934 Hitler had tried
to take over Austria but it was Mussolini who had stopped him. Mussolini was worried that Hitler would demand the return of
Italian territories that had once been ruled by Austria. If anyone could stop Anschluss it was Mussolini, so his support was
important. If he did not object then the way was open for Hitler with no one to stop him.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Mussolini had stopped Anschluss in 1934.’


‘Only Mussolini could stop Anschluss in 1938.’
‘Mussolini’s support showed Hitler that he could get away with other aspects of his foreign policy.’
‘It showed that the Anti-Comintern Pact was working for Hitler.’
‘If Italy did nothing then Britain and France certainly would not do anything about it.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Mussolini’s support was very important because Hitler had few friends at this time.’

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

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Question Answer Marks

6(c) ‘The Munich Agreement made war more, not less, likely.’ How far do you agree with this statement? Explain your 10
answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘It made war more likely. The agreement showed Hitler that the European countries were not going to stand up to him. He
could continue to demand more and powers like Britain and France would give in every time. This encouraged him to invade
the rest of Czechoslovakia and then in September 1939 he invaded Poland. Britain and France had said they would declare
war on Germany if Poland was invaded. Hitler did not believe them because of the way they gave in over the Munich
Agreement. When they did declare war Hitler was shocked. As a result of the Munich Agreement, Hitler thought he would get
away with anything.’

OR

e.g. ‘I think it made war less likely. Hitler was ready to invade Czechoslovakia and take the Sudetenland. War seemed
imminent Trenches were even being dug in Hyde Park in London in preparation for a war. The agreement meant that war was
averted at this point since Hitler had got what he wanted. Chamberlain said the agreement had brought ‘peace in our time’,
and others agreed with him. It is clear that the agreement made war less likely.’

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6(c) Level 2 Identifies AND/OR describes reasons 2–3

One mark for each point.

e.g. ‘The Munich Agreement simply moved the start of the war rather than making it more or less likely.’
‘It made Hitler think he could get away with anything and this made war more likely.’
‘It gave Britain a chance to build up its armed forces and so made war more likely.’
‘It encouraged Hitler to invade the rest of Czechoslovakia and Poland, and this made war more likely.’
‘Hitler got the Sudetenland and so he had no reason to go to war.’
‘Chamberlain called it ‘peace for our time’.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Munich Agreement made war less likely because the two sides had agreed with each other.’

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

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Question Answer Marks

7(a) Describe what happened in the Bay of Pigs incident. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Kennedy supplied anti-Castro exiles with arms and equipment for an invasion of Cuba.’
‘The exiles landed at the Bay of Pigs.’
‘American bombers attacked Cuban airfields.’
‘In three days they were defeated by Cuban troops and tanks.’
‘Kennedy decided against sending more air support for the exiles.’
‘The exiles were all captured or killed within days.’
‘The exiles were funded and trained by the CIA.’

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

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7(b) Why was the existence of Soviet missiles in Cuba a problem for the USA? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The missiles in Cuba were a problem for the USA because Cuba was communist, and anti-American. It was very close to
the USA. The missiles were only 90 miles from the USA, and therefore threatened Florida and the east coast. As this was
happening in the middle of the Cold War, this was a real threat to the people of the US. The presence of missiles in Cuba
would change the balance of power between the USA and the USSR.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Cuba was close to the USA.’


‘Cuba was a communist country.’
‘Cuba was anti-American’
‘The missiles could reach most of the Continental USA.’
‘The missiles were nuclear ones.’
‘Cuba was an ally of the USSR.’
‘It was difficult to think how the US could get rid of the missiles without causing a war.’
‘It would be seen as a victory for the USSR if the missiles remained.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Soviet missiles made the Americans very worried.’

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

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Question Answer Marks

7(c) ‘Kennedy handled the Cuban Missile Crisis more effectively than Khrushchev.’ How far do you agree with this 10
statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I agree that Kennedy was very effective. He resisted the temptation to go to war several times when his advisors were
advising him to use force. He also ignored Khrushchev’s second letter and concentrated on his first letter where he said he
could take the missiles away if the US agreed not to attack Cuba. His acceptance of Khrushchev’s offer in the first letter
meant that the Kennedy had managed to ensure the removal of the missile threat in Cuba without war.’

OR

e.g. ‘I don’t really agree with this. It was Khrushchev who put forward the suggestion of getting rid of the missiles in return for
the USA promising not to attack Cuba. In addition, not only was Cuba protected from the USA, Khrushchev also managed to
secure the removal of newly installed American missiles in Turkey in return for taking missiles out of Cuba. This made the
USSR feel less threatened, and was therefore effective. ‘

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7(c) Level 2 Identifies AND/OR describe 2–3

One mark for each point.

e.g. ‘Kennedy managed to get rid of the Soviet missiles without a war.’
‘Kennedy managed to achieve a peaceful resolution and ignored those who wanted him to use force.’
‘Kennedy managed to come out of the crisis looking like the winner.’
‘The removal of American missiles from Turkey was not made public, making Kennedy seem more effective.’
‘Both leaders managed to compromise and avoid a war.’
‘Khrushchev managed to protect Cuba.’
‘Khrushchev managed to get rid of US missiles in Turkey.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think Kennedy was most effective because he won the Cuban Missile Crisis.’

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

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Question Answer Marks

8(a) Describe Saddam Hussein’s modernisation programme in Iraq. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Saddam Hussein modernised and expanded the Iraqi economy.’


‘Universal free schooling.’
‘Increased the literacy rate.’
‘Free hospital treatment for everyone.’
‘Modernised the public health system.’
‘Gave subsidies to farmers.’
‘Modernised farming with the introduction of mechanisation.’
‘Introduced welfare programmes for the Iraqi people.’

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

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Question Answer Marks

8(b) Why did Ayatollah Khomeini become the ‘supreme leader’ of Iran in 1979? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Khomeini became the supreme leader because of what happened while he was in exile. During this time the Shah
became more and more unpopular because of his repressive rule. Khomeini became the obvious person to replace him
because while in exile he became the figurehead of opposition to the Shah. While he was in Paris he led the protests in Iran
urging Iranians not to compromise and ordering work stoppages. This meant that when the Shah fled, he was the natural
person to become leader.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘He became the focus of opposition to the Shah during his exile.’
‘This was because the Shah left the country.’
‘Soldiers defected to him.’
‘The Bakhtiar regime collapsed due to its unpopularity.’
‘In the referendum of 1979 the people voted to establish an Islamic Republic.’
‘He had popular support.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘He became the leader because he was popular and most people wanted him.’

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

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Question Answer Marks

8(c) ‘Iraq’s economic problems explain why it invaded Kuwait in 1990.’ How far do you agree with this statement? Explain 10
your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Iraq’s economy was in a bad state. The war against Iran had been very expensive and had destroyed much of Iraq’s
economy. Iraq owed billions of dollars to Saudi Arabia and Kuwait, and its industrial production had gone right down. It was
also put under an international embargo which made matters worse. This meant that Iraq could not repay the loans from
Kuwait during the war with Iran. Saddam Hussein believed that he could raise millions of dollars by invading Kuwait and
taking over its oil.’

OR

e.g. ‘I think Iraq invaded Kuwait because it was thought that Kuwait was using a new method of drilling called slant-drilling to
unlawfully drill for oil in Iraq’s Rumaila oilfield. Iraq claimed that by doing this Kuwait had stolen oil worth billions of dollars.
When Saddam Hussein threatened Kuwait with invasion, he used the alleged illegal drilling as an excuse..’

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8(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Saudi Arabia and Kuwait refused to give Iraq new loans.’
‘Kuwait demanded that Iraq pay back the loans given to Iraq during the war with Iran.’
‘Kuwait increased its oil production keeping the price of oil down. This annoyed Iraq.’
‘Iraq claimed that Kuwait was drilling for oil in an Iraqi oilfield.’
‘Iraq was in a terrible economic state after the war with Iran.’
‘Iraq claimed Kuwait was an artificial creation and the territory belonged to Iraq.’
‘Saddam Hussein was hoping to increase his power in the Middle East.’
‘Iraq believed that the US would not stop the invasion.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Iraq invaded Kuwait because it was ambitious to have more power.’

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

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Question Answer Marks

9(a) Describe what life was like for soldiers in the trenches. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Much time was spent repairing the trenches.’


‘They spent some days in the trenches and then some days in support trenches or behind the lines.’
‘Sometimes it was very boring, with little to do.’
‘The smell was terrible because of sewage and rotting corpses.’
‘The soldiers were often infested with lice.’
‘In wet weather they would be up to their knees in water and mud. Many suffered from trench foot.’
‘In winter many got frostbite because of the cold.’
‘The trenches were infested with rats.’
‘They had to suffer days of artillery bombardments.’
‘There were many dreadful casualties.’
‘They suffered from gas attacks.’

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

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Question Answer Marks

9(b) Why did the German failure to break through at Verdun in 1916 matter? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The battle of Verdun was an attempt by the Germans to severely weaken the French army by making them use up all the
troops they had to defend Verdun. The Germans thought that all the French reserves would be called up and killed. Although
there were huge French casualties, the French fought back more strongly than the Germans expected. There were nearly as
many German casualties. This led the Germans to eventually give up. This was important because there was still a French
army at the end of the battle. The Germans had hoped that a defeat here would knock the French out of the war.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘It was a great symbolic victory for the French and helped their morale.’
‘A defeat at Verdun would have finished the French war effort and the Germans would have won.’
‘It meant that France’s eastern defences had held.’
‘If the Germans had broken through Paris would have been vulnerable.’
‘Verdun was a French salient into German territory which was a great threat to the Germans.’
‘After the battle the salient still remained.’
‘It halted the German advance and France survived to fight another day.’
‘The Germans had huge casualties and after the battle had to change their strategy.’
‘It mattered because it led to the firing of the German chief of staff Erich von Falkenhayn.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It mattered a lot as it was important to them.’

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

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Question Answer Marks

9(c) How well did General Haig lead the British army in the Battle of the Somme? Explain your answer. 10

Level 5 Explains with evaluation of ‘how well’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘It can be argued that Haig successfully led the British Army at the Somme. There are claims that he knowingly sent tens
of thousands to their deaths. These claims ignore the difficulties of commanding an inexperienced army of a scale never seen
before. The sheer size of the British army and the battle was new. The front was 15 miles long. This caused lots of difficulties
for commanders. For example, communications were very difficult, and Haig often had to act on out-of-date information. Haig
was in a completely new situation but never lost his nerve.’
OR
e.g. ‘Haig made several misjudgements during the battle. He ordered a heavy artillery bombardment of the German lines for
seven days before the Allied soldiers attacked. Haig thought this would make sure that British soldiers would meet little
resistance. Haig was totally wrong. Many of the shells used did not explode. Many of the shells that did explode were not
powerful enough to destroy the deep German dugouts or fortifications, and very little of the barbed wire was cut by the
bombardment. Many shells consisted of just shrapnel, rather than high explosive. When the British soldiers went over the top
on the first day, 19 000 were killed and nothing was gained. Despite this, Haig continued with this tactic.’

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9(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The Somme did take some pressure off the French at Verdun.’
‘He was ready to use new methods of fighting.’
‘Given the circumstances of the western front heavy casualties were inevitable, there was little Haig could have done about
this.’
‘If he had refused to fight at the Somme, Verdun would have been lost and co-operation with the French would have broken
down.’
‘He stayed away from the front to get an overall picture of such a vast battle.’
‘His apparent callousness was part of the determination he needed when he had to send men to their deaths.’
‘Haig’s idea of a heavy bombardment before British soldiers attacked was a failure.’
‘Haig made a mistake when he continued the offensive into November when there was little chance of advancing.’
‘Haig seemed to think it was worth the high death toll if the German army was weakened as well.’
‘He never went near the front and had no idea of the conditions in which the men were fighting.’
‘Haig had no respect for human life and cared nothing about casualties.’
‘Haig underestimated the strength of the German trenches, including deep concrete bunkers to protect them.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I don’t think he did this very well. He was not really very good at leading the army.’

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

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Question Answer Marks

10(a) Describe how the British government restricted the freedom of civilians during the war. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The Defence of the Realm Act was introduced in 1914.’


‘DORA gave the government the right to take over industries and land for the war effort.’
‘Conscription was introduced in January 1916 for men over 18.’
‘Rationing was introduced in 1918 for meat, butter and cheese.’
‘Censorship was introduced.’
‘Striking was forbidden.’
‘Pub opening times were limited.’
‘No one was allowed to buy binoculars.’

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

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10(b) Why was the Eastern Front important in the First World War? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘One reason why the Eastern Front was important was because it led to the failure of Germany’s Schlieffen Plan. The
huge Russian army invaded eastern Germany more quickly than the Germans were expecting. This meant that Germany had
to move 100 000 of its troops from the Western Front to fight the Russians. The Schlieffen Plan depended on Germany having
enough troops in France to take Paris and defeat France within six weeks. It could then send its troops to fight Russia. This
plan meant that Germany did not have to fight two fronts at the same time. But when Germany pulled 100 000 troops out of
the advance on Paris it slowed the advance down and the first part of the plan was never accomplished. All hopes of a quick
victory for Germany were over and this was because of the Eastern Front.

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘It meant that the Schlieffen Plan was defeated.’


‘It meant that a quick victory for Germany was prevented.’
‘The Russians pulled out of the war in 1917 allowing Germany to send more troops to the Western Front.’
‘Brusilov’s Offensive weakened the Austro-Hungarian army.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Eastern Front was very important because there was a lot of fighting there.’

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

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Question Answer Marks

10(c) ‘The most important aspect of the war at sea was the British blockade of German ports.’ How far do you agree with 10
this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think the blockade of German ports was the most important part of the war at sea. This is because it stopped supplies
getting through to Germany. It depended on imports to feed its population, and to make weapons and ammunition. Most of
this came from the USA but the British used its warships to make sure that little got through. This caused enormous suffering
in Germany where people were starving. Many Germans were killed by the effects of the blockade. This caused riots in
Germany and was one of the main reasons why Germany collapsed in 1918. It was simply too weak and exhausted on the
home front to carry on fighting. ‘

OR

e.g. ‘Much more important was the British defeat of the German U-boats. The Germans used unrestricted submarine warfare
to stop food supplies getting to Britain from America. They were very successful and by 1917 Britain was close to a crisis with
only a few days supplies left. However, the threat was defeated by organising the merchant ships into convoys. Using the
convoy system made it much easier to defend the merchant ships. Use of mines also helped to defeat the U-boat threat. It
was crucial to defeat this threat, otherwise Britain could have run out of food and have been defeated in the war.’

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10(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Germany was stopped from importing supplies for the USA.’
‘By 1918 much of the German population was starving and Germany was in a dreadful state.’
‘Defeating the German U-boat threat prevented Britain from running out of food.’
‘After Jutland the German warships mainly stayed in their ports handing the seas over to Britain.’
‘The use of convoys for merchant ships was crucial.’
‘German U-boat tactics helped persuade the USA to enter the war on the Allies side. This was a crucial development.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The British blockade of German ports was very important. Without it, Germany would not have been defeated.’

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

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Question Answer Marks

11(a) Describe revolutionary events in Germany in 1918–19. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Sailors in northern Germany mutinied and took over Kiel.’


‘There were uprisings by Socialists, workers and soldiers in German ports and cities.’
‘In November 1918, the Kaiser abdicated.’
‘Freedom of speech and worship was introduced.’
‘In January 1919 free elections were held for the first time in Germany.’
‘The Spartacists led a communist rebellion.’
‘Fighting between the Spartacists and the Freikorps.’
‘Communists led a rebellion in Bavaria and declared a Soviet republic .’

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

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11(b) Why did events in the Ruhr in 1923 have important consequences for Germany? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Events in the Ruhr had important consequences because they led to hyperinflation for Germany. When the French and
Belgian troops occupied the Ruhr, the German government ordered Germans to go on strike. This stopped industrial
production in the wealthiest area in Germany. As a result, the government had to print money to pay the workers. This paper
money was worthless, prices increased rapidly and there was hyperinflation. Soon many people could not afford food.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The events in the Ruhr led to hyperinflation.’


‘They led to occupation by French and Belgian troops.’
‘German workers went on strike and German industrial production collapsed.’
‘People could not afford food.’
‘Stresemann replaced the worthless mark with the Rentenmark.’
‘Pensioners and those with savings were greatly affected by the hyperinflation.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They had important consequences because the events affected Germany a lot.’

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

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Question Answer Marks

11(c) ‘The Weimar Republic never recovered from its early weaknesses.’ How far do you agree with this statement? 10
Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘It did recover under Stresemann. He got rid of hyperinflation by introducing the Rentenmark and arranged for new loans
from the United States under the Dawes Plan. This helped German industry recover, exports went up and the country was
becoming prosperous again. Germany began to be accepted internationally after the Locarno Treaties. Stresemann even got
reparations reduced through the Young Plan. These were great achievements and showed that Germany was recovering.’

OR

e.g. ‘The Weimar Republic never really recovered. Although things might have looked good on the surface, there were serious
problems hidden away. Germany’s recovery depended on American loans and when the USA asked for the loans to be repaid
as it did the Depression, there was economic collapse. It became clear that the recovery was built on weak foundations. The
Republic also had other weaknesses such as rising unemployment and the huge sums spent on welfare and health care. It
only needed a development like the Depression and the Weimar Republic collapsed.’

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Question Answer Marks

11(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Hyperinflation was ended.’


‘German industry prospered.’
‘The USA gave Germany huge loans to help it recover.’
‘Germany became accepted internationally.’
‘The Weimar Republic had many cultural achievements.’
‘The recovery was not a real recovery, it all depended on German loans.’
‘There were still groups ready to strike the Republic down such as the Nazis and the Communists.’
‘Unemployment was going up.’
‘The government was spending vast sums on health care and welfare.’
‘The Republic was weak and it only needed a crisis like the Depression to finish it off.’

Level 1 General answer lacking specific contextual knowledge

e.g. ‘I think the Weimar Republic was able to recover a bit but it did not last long.’

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

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Question Answer Marks

12(a) Describe the activities of the ‘Swing’ movement. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘They listened to jazz and swing music.’


‘They danced in clubs and rented halls.’
‘They wore clothes and fashion that had British and American influences.’
‘Their clothing and love of music represented a rebellion against Nazi values and against the Hitler Youth.’
‘The young women wore their hair down and used make-up.’
‘They set up Swing Clubs.’
‘They distributed anti-Nazi propaganda.’
‘They developed songs to mock the Nazis.’

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

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12(b) Why did the Nazis change their economic policies during the war years? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The Nazis changed their economic policies because as the war progressed they needed to increase military production.
Germany had lost a lot of planes in the Battle of Britain. More tanks and ammunition were needed as well. As a result, civilian
factories were converted to military use. In 1943 Germany switched to a full war economy under Albert Speer. This meant that
nearly all of Germany’s economy was dedicated to military production.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘To produce weapons and armaments for the war.’


‘Slave labour camps were set up to produce armaments for the war.’
‘Attempts at autarky were intensified.’
‘The British blockade meant they needed to produce more goods for themselves.’
‘Rationing was introduced in 1939.’
‘They exploited conquered territories.’
‘Speer introduced a war economy because of the needs of war.’
‘Shortages were very serious by 1943, and Speer changed the system and greatly increased production.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They did this because the war changed everything and so their economic policies had to change.’

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

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Question Answer Marks

12(c) ‘Nazi policies towards women were unsuccessful.’ How far do you agree with this statement? Explain your answer. 10

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘One of Hitler’s aims was to increase the birth rate in Germany, to provide Germany with soldiers and workers in the
future. Nazi policies tried to overturn the falling birth rate under the Weimar Republic. Financial rewards were given for having
lots of children, and Nazi propaganda emphasised that the proper role of women was as mothers and homebuilders. The
German Maiden’s League was used to indoctrinate girls in these ideas. The policies did work to an extent. Many women left
their jobs and looked after their homes and families, and the birth rate did go up in the 1930s.’

OR

e.g. ‘Nazis policies towards women did not really work. This is because there were basic contradictions in the policies. The
Nazis wanted women to stay at home and have children. At the same time, they wanted the economy to grow. Especially
during the war, Women were needed to work in factories. The number of women in jobs actually went up in the 1930s.
Despite this by 1936 Germany had a shortage of workers. The situation got worse during the war when the Nazis had to allow
many women to go back to work even. This went against what the Nazi’s believed to be best for Germany.’

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Question Answer Marks

12(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The birth rate went up between 1933 and 1939.’


‘Births outside marriage were encouraged.’
‘Many women followed the propaganda ideas to stay at home and have lots of children.’
‘Women were sacked from government jobs when the Nazis came to power.’
‘In 1939 the Nazis had to introduce compulsory agricultural labour service for unmarried women under 25.’
‘The number of women in jobs increased in the 1930s.’
‘During the war the number of women in work went up.’
‘The birth rate started to decline after 1939.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Nazi policies towards women did not really work because they were not thought out properly.’

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

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Question Answer Marks

13(a) Describe the actions of the Bolsheviks in Petrograd during 7–8 November 1917. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Bolsheviks took control of post offices, bridges and the State Bank.’
‘They took control of most of Petrograd.’
‘They stormed the Winter Palace and arrested the ministers of the Provisional Government.’
‘Abolition of private property and redistribution of land to the peasants was announced.’
‘Withdrawal from the war was announced.’
‘Censorship of newspapers was introduced.’

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

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13(b) Why were there disagreements between the Provisional Government and the Petrograd Soviet? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘I think the main reason for the disagreements was the war. The Provisional Government declared that Russia would stay
in the war until Germany was defeated. This was very unpopular with the Petrograd Soviet. The Socialists and Mensheviks in
the Soviet wanted peace because conditions in Russia were dreadful. They wanted to reform the country and this could not
be done whilst Russia was fighting in a war.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘They disagreed over whether to withdraw from the First World War.’
‘The Provisional Government was made up of middle-class liberals, but the Soviet consisted of socialists and Mensheviks.’
‘The Soviet wanted to pass reforms that were too radical for the Provisional Government.’
‘The Provisional Government tried to stop peasants taking over land, but the Soviet supported them.’
‘The Provisional Government was officially in charge, but the real power lay with the Soviet.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘There were disagreements because they wanted different things and had different aims.’

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

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Question Answer Marks

13(c) ‘The introduction of the New Economic Policy by Lenin was surprising.’ How far do you agree with this statement? 10
Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I am not surprised that Lenin introduced the New Economic Policy. His previous policy of War Communism had achieved
its aim of helping the Bolsheviks win the Civil War. As a result, War Communism was not needed anymore. War Communism
also caused enormous hardships. There was a lot of opposition to War Communism. There were food shortages and millions
of people died in a famine in 1921. The NEP was designed to try and put the situation right. It introduced elements of
capitalism such as peasants selling their surplus grain for profit. Some factories went back into private ownership. The policy
worked and food production went up.’

OR

e.g. ‘It was very surprising. The NEP involved capitalist ideas like peasants selling their surplus produce for profit. This is what
the Bolsheviks were trying to get away from. They believed in state ownership and everything being produced for the state.
They believed that individual people should not make enormous profits and get rich at the expense of everyone else. Many
Bolsheviks were horrified at what Lenin was doing. This makes his policy a great surprise.’

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13(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘It was introduced because of the famine.’


‘It was introduced because War Communism led to food shortages.’
‘Lenin introduced it because of the Kronstadt revolt.’
‘There was trouble all over Russia with peasants rebelling over their grain being taken from them.’
‘The Bolsheviks had won the Civil War and so War Communism was no longer needed.’
‘It led to an increase in food production.’
‘It involved a return to capitalism.’
‘It was seen as a betrayal by some Bolsheviks.’
‘It let people make profits for themselves.’
‘It led to the emergence of ‘NEPmen’ who were businessmen that made profits because of NEP during the period.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It wasn’t surprising as it needed to be introduced.’

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

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Question Answer Marks

14(a) Describe what happened at Stalin’s ‘show trials’. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Leading communists were made to confess to being traitors to the state and they were sentenced to death or sent to
labour camps.’
‘They confessed to the crimes because they were tortured or their families were threatened.’
‘Stalin’s opponents were removed.’
‘The Soviet army was purged of its leaders.’
‘Leaders like Bukharin and Kamenev confessed to being traitors.’

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

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14(b) Why did it surprise many people when Stalin emerged as the new leader of the Soviet Union? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘It was a surprise when Stalin emerged as the leader, as Trotsky was a more prominent member of the Bolsheviks. To
many people, Trotsky seemed like the natural successor to Lenin. Trotsky was a brilliant speaker, and had led the Red Army
to victory over the Whites in the Civil War. Stalin, on the other hand, was much less well known, and a relatively minor
position in the Party. This difference between the two made it surprising that Trotsky did not become the new leader as he
seemed an obvious choice.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Trotsky had been an important person in both the Bolshevik Revolution and the Civil War.’
‘Trotsky was a brilliant speaker and political thinker.’
‘Kamenev and Zinoviev were also leading Bolsheviks who could have become leader.’
‘Lenin stated in his Testament that he did not want Stalin to succeed him.’
‘Stalin was regarded as rather mediocre with no special talents.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘This was because there were other people who were more likely to become leader.

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

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14(c) ‘The main reason that Stalin was able to control the Soviet Union was his use of the cult of personality.’ How far do 10
you agree with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I agree that he kept control because of the cult of personality. He could not stay in control just by using terror, so needed
the Russian people to respect and even love him. This was achieved through propaganda. History was rewritten to make
Stalin the hero of the Revolution. Posters, statues and photographs flooded the country so that Stalin appeared everywhere in
a heroic pose. Music and poems were created to praise Stalin. Many towns held regular processions to celebrate Stalin. It
was all this propaganda that made people loyal to Stalin, allowing him to control the Soviet Union.’

OR

e.g. ‘I disagree with this. He controlled the country through terror. In the purges in the 1930s he removed anyone he thought
might be a threat to him. This included leading communists like Zinoviev, army officers, teachers, scientists and even ordinary
workers. Millions of people were sent to the labour camps. This created an atmosphere in the country where people knew that
they needed to agree with everything Stalin did if they wanted to survive. It is often called the Great Terror and people were
so frightened that Stalin was able to make his control complete.’

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14(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘He controlled the Soviet Union through terror during the purges.’
‘He destroyed any chance of opposition by sending millions of people to labour camps.’
‘He got rid of anyone who might be a threat to him.’
‘Propaganda was used to make people love him as a great figure.’
‘He was shown in poster and photographs to be responsible for all the Soviet Union’s achievements.’
‘The arts were used to show him as a great and lovable man.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The purges were very important to Stalin and helped him keep power.’’

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

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Question Answer Marks

15(a) Describe the attractions of the cinema for Americans in the 1920s. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The cinema produced many films about sex and sex symbols.’
‘In 1927 the first ‘talkie’ movie was made.’
‘People had more leisure time for things like the cinema.’
‘There were many daring adventure films.’
‘It was cheap to attend.’
‘Stars like Charlie Chaplin and Douglas Fairbanks attracted people.’
‘The films became more polished and realistic.’
‘Enormous luxurious movie palaces were built to make it a special experience.’

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

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15(b) Why were there changes to the roles of women in the 1920s? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘This was mainly due to the effect of new technology that was mass produced. Mass production meant that middle-class
women could afford new products. These were products and appliances like the car, vacuum cleaners and washing
machines. Inventions like washing machines gave women more free time, and the car meant they were no longer tied to the
home. If they had free time and some money they could get out.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The development of labour-saving devices in the home.’


‘The car gave them freedom away from the home.’
‘Some women had worked during the war and after the war they wanted to continue to have jobs.’
‘New industries provided more jobs for women.’
‘Advertising persuaded them they needed new things and a new way of life.’
‘Films, magazines and novels showed women a different kind of life.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘This was because women wanted a more exciting life.’

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

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15(c) ‘Immigrants suffered most from the intolerance of US society in the 1920s.’ How far do you agree with this 10
statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Immigrants did suffer from intolerance. In the 1920s people in the US became much more worried about immigration.
They blamed immigrants for the rising violence and problems in the large cities. Americans were worried that they were
bringing in communist ideas. This intolerance can be seen when two Italian immigrants Sacco and Vanzetti were executed for
a crime they did not commit. A number of new laws were passed restricting immigration, and in 1929 only 150 000 immigrants
were allowed in and immigration from Asia and southern and eastern Europe was almost stopped.’

OR

e.g. ‘I disagree as black Americans suffered far more from intolerance. Most states had segregation laws for schools,
hospitals and other public places. Discrimination and worse in the South was so bad that many black families moved north to
live in cities like New York. The worst intolerance came from the Ku Klux Klan (KKK) which terrorised black Americans. Black
people were lynched and beaten, and driven from their homes. This was worse than the treatment of immigrants.

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Question Answer Marks

15(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Immigrants were blamed for rising crime and communist ideas.’
‘Harsh new immigration laws were passed.’
‘Immigration was virtually stopped from Asia and southern and eastern Europe.’
‘Sacco and Vanzetti did not get a fair trial because they were immigrants.’
‘Immigrants became associated with un-American ideas such as socialism and trade unionism’
‘The Red Scare was often aimed at immigrants.’
‘Black people suffered from the Jim Crow laws in the South.’
‘Black people were discriminated against in jobs, housing and schooling.’
‘States in the South segregated black people in public places like restaurants and buses.’
‘The KKK lynched and beat up black Americans.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Immigrants did suffer from intolerance but there were many other groups that suffered as well.’

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

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16(a) What was the Works Progress Administration (WPA)? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘It was part of the Second New Deal.’


‘It gave work to two million people.’
‘It put people to work on building roads, schools, sewers and other public buildings.’
‘It created projects for artists, writers and musicians.’
‘It brought together all the organisations that were creating new jobs.’

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

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16(b) Why was the Supreme Court important to the New Deal? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The Supreme Court was important to the New Deal because it could block any laws that it thought were going against
the American constitution. In the 1930s most of the judges on the Supreme Court were Republicans. The judges thought that
the New Deal was undermining the American constitution and values like individual freedom from government control. In 1935
they decided that some of the measures in the New Deal were unconstitutional.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The Supreme Court could block any measures by the President or Congress that it thought was unconstitutional.’
‘It was dominated by Republicans who were against the New Deal.’
‘In 1935–6 it decided that parts of the New Deal were unconstitutional.’
‘There was an enormous battle between Roosevelt and the Supreme Court in 1936.’
‘The struggle with the Supreme Court led to Roosevelt to slow down on the New Deal.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was important because its decisions affected the New Deal.’

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

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16(c) ‘The successes of the New Deal were more important than its failures.’ How far do you agree with this statement? 10
Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think its successes were more important. It was introduced to help industry and farming recover and to get people back
to work. Unemployment was reduced and businesses were revived. Many people’s lives were improved by the building of
schools, hospitals and sewage plants and by being given jobs. In many ways its most important achievement was to restore
hope to millions of people. This was why Roosevelt was re-elected in 1936.’

OR

e.g. ‘Its failures were more important. This is because it failed to end the depression. As soon as the government spent a bit
less money in 1937 there was another wave of depression. It was clear than even enormous amounts of public works were
not a permanent solution to the depression which was not ended until the Second World War started and the demand for
American goods increased.’

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16(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The New Deal stopped the depression from getting worse.’
‘It helped farmers and homeowners keep their property.’
‘It gave many people jobs and unemployment was reduced.’
‘It provided schools, roads, dams.’
‘It introduced better social security for people.’
‘It gave the American people hope for the future.’
‘It did not end the depression.’
‘It did not solve unemployment. In 1941 there were still six million unemployed.’
‘Many of the poorest such as tenant farmers, sharecroppers and migrant workers were not helped much.’
‘Black Americans were not helped much.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think its failures were more important because it did not really achieve much.’

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

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Question Answer Marks

17(a) Describe the threat to the Communists from Chiang Kai-shek in the period 1927–34. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘In 1927 Chiang Kai-shek suddenly turned on the Communists.’


‘In 1931 he started a full-scale military campaign against them.’
‘He surrounded the Communists in Jianxi and they were in danger of being destroyed.’
‘In 1927 he declared membership of the Chinese Communist Party illegal.’
‘In 1927 he had communists in Shanghai slaughtered.’
‘He launched five campaigns against them.’

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

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17(b) Why were the years spent at Yenan important for the Communists? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘In these years Mao really made his position as leader of the Communists completely safe. He started the Rectification
Movement which involved giving thousands of new members of the Communist Party a grounding in Marxist ideas. Party
members were, indoctrinated into being loyal to Mao. He also developed the volunteer corps meaning that Mao had tens of
thousands of loyal young supporters.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Yenan was an isolated area and gave the Communists some safety.’
During the time that the Communists spent in Yenan, Mao started the Rectification Movement.’
‘The time at Yenan was important because it gave Mao time to win the peasants over to communist ideas.’
‘In this time the Communists grew from 10 000 troops to 2.8 million members.’
‘It gave the Communists a chance to recover and grow in strength’
‘It gave Mao a chance to develop a set of ideas.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘These were important for the Communists because they were able to prepare for the future.’

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

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17(c) ‘The weaknesses of the Nationalists, and not the strengths of the Communists, was the most important factor in the 10
outcome of the Civil War.’ How far do you agree with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The weaknesses of the Nationalists were very important to the outcome of the Civil War. In the areas of China that The
Nationalists controlled their officials made little attempt to win over the peasants. The officials were corrupt, making as much
money as they could for themselves. Army officers were left to do as they wanted and often mistreated the peasants. The
Nationalists also made the peasants pay heavy taxes. All of this was a mistake and it is not surprising that many peasants
ended up hating the Nationalists. When the Nationalists and Communists fought, lack of support for the Nationalists among
the peasants was very important.’

OR

e.g. ‘I think the strengths of the Communists were more important. An important strength was that the Communists won the
support of the peasants. The Red Army lived in the villages with the peasants. The Communists protected the peasants from
the Japanese. The peasants saw the Communists as the same as them. The Communists were not corrupt. The Communists
treated the peasants with respect and taught them communist beliefs. All this meant that the Communists had the support of
over 100 million Chinese peasants.’

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17(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The incompetence of the Nationalist army leaders.’


‘Nationalist officials were often corrupt and therefore unpopular.’
‘Low morale in the Nationalist armies.’
‘Nationalist rule in areas they controlled was harsh.’
‘Chiang’s scorched earth policy against the Japanese brought misery to thousands of Chinese peasants.’
‘The Nationalists put little effort into fighting the Japanese, they were more interested in dealing with the Communists.’
‘The Communists won support because of their constant opposition to the Japanese.’
‘The Communists treated the peasants well and won their support.’
‘The Communists taught the peasants communist ideas and beliefs.’
‘Communists guerrilla tactics were very effective.’
‘Nationalist troops defected to the Communists.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think this is wrong. The Communists had lots of support and that is why they won the Civil War.’

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

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18(a) Describe the power struggle between Hua Guofeng and Deng Xiaoping after Mao’s death. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Hua reinstated Deng to the politburo.’


‘Deng was in charge of the four modernisations and had important economic and political power.’
‘Hua followed the policy of supporting Mao’s policies. This became unpopular.’
‘Hua was implicated in the crimes of the Gang of Four and resigned.’
‘Deng installed his supporters as Premier and General Secretary of the Party.’

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

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18(b) Why did the Cultural Revolution come to an end? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The cultural revolution came to an end because Mao had created the Red Guards to purify China and take it back to
pure communism. However, the Red Guards got out of control. They turned on each other and fought street battles. They
fought with peasants and militia, and the country was close to civil war. In 1968 the army stepped in to disarm the Red Guards
and restore order.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The Red Guards were getting out of control.’


‘It was plunging the country into a deep crisis.’
‘It had achieved what Mao wanted.’
‘Zhou Enlai argued for a return to normality.’
‘Mao had consolidated his power and his possible rivals had been dealt with.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It came to an end because it had to be stopped.’

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

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18(c) ‘China in 1990 was very different from China under Mao.’ How far do you agree with this statement? Explain your 10
answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘In many ways China in 1990 was very different from Mao’s China. This was partly because Zhou Enlai and Deng had
introduced the Four Modernisations of industry, agriculture, science and technology, and the army. These modernised China
in many ways. China was opened up to foreign trade and investment. Living standards improved for many Chinese people.
Consumer goods like televisions, washing machines and watches became popular. In the countryside, communes were
broken up and peasants were able to sell their surplus, thus making some very rich.’

OR

e.g. ‘Although there were many changes, the Chinese people did not enjoy much greater political freedom. China remained as
a one-party state, with the Communist Party in control. Many of the freedoms gained in the 1980s were lost. Firm control over
the press and mass media was re-established, with all official media publications being state owned or state controlled. These
changes took the country back to the time of Mao.’

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18(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘China opened up to more foreign trade.’


‘Foreign investment was allowed in China.’
‘The Chinese began to buy consumer goods.’
‘The standard of living was much higher.’
‘Peasants were allowed to make a profit by selling their surplus produce.’
‘There was little more political freedom than there was under Mao.’
‘The Communist Party was still in control.’
‘There was still little democracy.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘There were many differences by 1990. China was a completely different kind of country and many reforms had been
passed.’

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

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19(a) Describe the consequences of the Native Urban Areas Act of 1923 for black South Africans. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘Separate residence locations for black South Africans were set up usually on the edge of towns.’
‘New black townships were built.’
‘Black South Africans did not have the right to own property.’
‘Black South Africans were only allowed into urban areas to serve the needs of the white population.’
‘It made it much harder for black South Africans to go into urban areas.’

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

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19(b) Why did the 1948 election have important consequences for South Africa? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘The 1948 election had important consequences for South Africa because it changed South Africa in important ways. The
National Party won the election after promising to introduce apartheid. When they came to power The National Party fulfilled
their election promise and introduced apartheid. Within two years laws had been passed to ban marriages and sexual
relationships between people of different races. Changes like this dominated South African history for the next 40 years and
brought much violence and misery.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The 1948 election led to apartheid laws being introduced.’


‘Public services and spaces were divided according to race.’
‘Towns were divided into ‘White’, ‘Coloured’ and ‘Black’ areas.’
‘Many black South Africans were forcibly moved out of their homes, as in Sophiatown.’
‘The National Party dominated politics in South Africa for a long time.’
‘Black South Africans were forced to attend inferior schools and get poorer education than white people.’
‘Communism was banned.’
‘The election and apartheid led to the resistance struggle by the ANC.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was important because it led to many changes in South Africa.’

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

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19(c) ‘Economic development by 1945 benefited the people of South Africa.’ How far do you agree with this statement? 10
Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘There was much economic growth after 1933. Mining companies did well because of the rise in the price of gold. This
gave good jobs to many white workers, whose living standards gradually improved. Even during the Depression, white
workers were helped by the government. There were job creation schemes and white farmers received a guaranteed price for
their products.’

OR

e.g. ‘Black South Africans did not benefit much. A whole range of jobs were restricted to white people only, such as some jobs
in the mines where black people were labourers. Every job on the railways was white only. Black South Africans suffered very
badly during the Depression. Black people were sacked from their jobs to provide employment for whites. Wages were held
down for black workers and by 1939 the average black South African was 10 percent worse off than in 1919.’

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19(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘White people benefited from many good jobs being reserved for them.’
‘The mining industry prospered and this benefited white workers.’
‘Many white South Africans found good jobs on the railways.’
‘Many white farmers were unable to make a living in the 1920s and gave up farming.’
‘Black South Africans were only given the lowest jobs, like labouring.’
‘The standard of living of most black people went down.’
‘Black South Africans suffered badly during the Depression when many lost their jobs.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The economic development only benefited some of the people in South Africa.’

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

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20(a) Describe the actions taken by the United Nations against South Africa in the period 1966 to 1973. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘In 1966 the UN tried to make South Africa hand back Namibia.’
‘The UN encouraged economic sanctions against South Africa.’
‘In 1971 the UN declared that South Africa’s mandate over Namibia was terminated.’
‘In 1968 the UN asked all states to suspend cultural and sporting links with South Africa.’
‘The UN asked all states to stop selling arms to South Africa.’

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

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20(b) Why was Steve Biko important? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Steve Biko was important because he encouraged the Black Consciousness movement. This encouraged black South
Africans to be proud of being black, refusing to accept help from white people and to be proud of their African heritage. These
ideas inspired the pupils in Soweto schools and led them to riot in 1976. These riots had international attention and meant that
the police never really controlled Soweto again.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Developed the ideas of Black Consciousness.’


‘Set up a students’ union for black students only.’
‘Encouraged black South Africans to be proud of being black.’
‘Worked for the Black Consciousness Convention.’
‘Travelled the country speaking and influenced a lot of people.’
‘Inspired the Soweto uprising of 1976.’
‘Died while in police custody. His death was condemned around the world.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘He was important because a lot of people supported him.’

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

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20(c) How far did South Africans benefit from improvements in the economy in the period 1966 to 1980? Explain your 10
answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Black South Africans did not benefit at all. The quality of their education was dreadful. The government spent ten times
more on educating each white child. The teachers were badly trained and poorly paid. When the government announced that
some of the subjects would be taught in Afrikaans the students rioted in 1976. Black workers in Natal also went on strike in
1973 because their wages were being reduced and their hours of work made longer.’

OR

e.g. ‘The South African economy grew in the first part of this period and countries all round the world were investing in the
country. It also did well because of its reserves of gold and diamonds. The mines did provide work for black South Africans,
but it was white South Africans who had better jobs and owned the businesses who did best.’

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20(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The Soweto riots showed that black students were not benefiting.’
‘The quality of education for black students was dreadful.’
‘The South African economy began to suffer in the 1970s and black workers had their wages reduced and their hours
lengthened.’
‘White South Africans benefited from economic development in the late 1960s.’
‘At the end of the 1970s black South Africans did benefit from their Trade Unions being made legal.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think that white South Africans benefited far more than black South Africans.’

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

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21(a) What was the Arab League? 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The Arab League was an organisation of Arab states founded in 1945.’
‘It helped Arab countries have closer relations with each other and co-ordinate their policies over matters important to them.’
‘It deals with disputes between members.’
‘Its members include Egypt, Jordan, Saudi Arabia, Palestine and Iraq.’
‘It develops economic and social programmes for member states.’
‘It has a joint army.’

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

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21(b) Why did Jews want Britain to leave Palestine? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘Jews hoped that when the Labour government came to power in 1945 it would change the British immigration policy for
Jews. They hoped that Jewish immigration into Palestine would be welcomed. However, the government continued with the
policy of restricting immigration. The Jews were disappointed and thought that they would never improve the situation until the
British left. This led to Jewish groups like the Irgun to step up their terrorist campaign against the British.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘They wanted to create a Jewish state in Palestine.’


‘Britain was limiting Jewish immigration into Palestine.’
‘When the new Labour government was elected in 1945 it announced it was continuing with the restrictions on Jewish
immigration.’
‘British policy was to divide Palestine between Jews and Arabs.’
‘Britain had the mandate for Palestine.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They wanted Britain to leave Palestine because they thought they would then be better off.’

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

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21(c) ‘Israel won the war of 1948–49 because of support from Europe and the USA.’ How far do you agree with this 10
statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Support of European countries and the US was very important to Israel in the 1948–49 war. Israel was able to buy three
B-17 Flying Fortress bombers from the USA, one of which was used to bomb Cairo. Large amounts of arms were also
acquired from Europe, especially Czechoslovakia, which supplied fighter aircraft as well as other arms. Countries like France
allowed planes carrying arms to land on their way to Israel. All this meant Israel had a lot of modern equipment and was
better equipped than most of the Arab forces.

OR

‘e.g. ‘The Israeli military won the war because of its fighting style and tactics. It developed a very flexible style of command.
Junior officers were allowed to make their own decisions and react quickly to changing circumstances. This meant that they
were able to capitalise on the experience. Israeli forces had gained a lot of experience fighting during World War 2, and
against the British after the war, making them very effective.’

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21(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The Israelis had modern weapons from Europe and the USA.’
‘Israel received large amounts of armaments from Czechoslovakia.’
‘The Israelis were fighting for their survival.’
‘Many Jews had had experience of fighting in World War II.’
‘The Arab countries all had different plans and aims and often quarrelled.’
‘Jordan was the only Arab country that had an effective army.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The support of Europe and the USA was very important to Israel and was one of the main reasons why it won the war.’

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

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22(a) Describe how the United Nations has helped Palestinian refugees. 4

Level 1 One mark for each relevant point; additional mark for supporting detail 1–4

e.g. ‘The UN set up refugee camps in Gaza in the 1950s and provided food, clinics and schools.’
‘In 1949 the UN Relief and Works Agency for Palestine Refugees was set up to help Palestinians who were forced to flee their
homes.’
‘The UN helped about 4.3 million Palestinian refugees.’
‘The UN made more than 100 000 loans to help refugees restart their lives.’
‘The UN made sure that no refugees are returned to a country where they might be persecuted.’
‘The UN ran refugee camps for Palestinians all over the Middle East including in Iraq, Egypt and Libya.’

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

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22(b) Why did the events of 1947–48 create a refugee crisis? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

(Four marks for one explanation, five marks for full explanation)

e.g. ‘A refugee crisis was created because of the 1947–48 war. At the end of the war Israel controlled more than three-
quarters of Palestine including half of the Arab state proposed by the UN. Palestinian Arabs had fled out of fear to
neighbouring Arab states because of the Israeli advance. When the war was over, they were trapped because Israel refused
to let them return to their homes. This led to refugee camps being set up in Lebanon, Gaza and Jordan.’

Level 2 Identifies AND / OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The war with Israel caused this.’


‘Arabs fled from their homes because of the Israeli advance.’
‘Some historians claim Arabs chose to leave their homes, but they planned to return after an Arab victory.’
‘The Arabs in places like Haifa and Acre were expelled by the Israelis.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘These events were very bad and a lot of people suffered including those who became refugees.’

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

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Question Answer Marks

22(c) Did Yasser Arafat help or hinder the Palestinian cause? Explain your answer. 10

Level 5 Explains with evaluation of ‘did Yasser Arafat help or hinder’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other.) This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.

Level 3 One sided explanation OR one explanation of both sides 5 to 6 marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Arafat did help the Palestinian cause. In 1974 he decided that peaceful methods would be best, and he started to argue
for a Palestinian state that would include the West Bank and Gaza. The Arab states decided to recognise the PLO as the only
rightful representatives of the Palestinian people. Arafat made a speech at the UN that was well-received. Arafat’s main
achievement was the fact that the Palestinians could not be ignored in the future.’

OR

‘e.g. ‘ While he was leader of the PLO, Arafat at first supported terrorist actions to win the Palestinian cause publicity. This did
not work as he intended. This included hijackings and kidnappings in 1973 where innocent people were killed. This violence
did not win sympathy for the Palestinians. In fact, they lost support from Arab states like Saudi Arabia. By the end of 1973
Arafat realised his mistake and announced that terrorism would only be aimed at Israel.’

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0470/12 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED
Question Answer Marks

22(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘He led the PLO and made sure that the world and the UN had to take notice of the Palestinian cause.’
‘In 1988 Arafat rejected all forms of terrorism and won a lot of support for this.’
‘In the early 1990s he was involved in the talks leading to the Oslo Accords which supported Palestinian self-rule.’
‘He became head of the Palestinian National Authority.’
‘His policy of hijackings lost support for the Palestinian cause.’
‘He was accused of not being tough enough with the Israeli government.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Yasser Arafat tried to help but he did not always get everything right.’

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

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Cambridge IGCSE™

HISTORY 0470/21
Paper 2 May/June 2020

2 hours

You must answer on the enclosed answer booklet.


* 6 3 6 3 9 9 6 5 8 4 *

You will need: Answer booklet (enclosed)

INSTRUCTIONS
● Answer all the questions on one option only.
Option A: Nineteenth century topic
Option B: Twentieth century topic
● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.

INFORMATION
● The total mark for this paper is 50.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 16 pages. Blank pages are indicated.

DC (CJ/CB) 184718/3
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Option A: Nineteenth century topic

WHY DID BRITAIN GO TO WAR IN 1914?

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

Background Information

On 4 August 1914 German troops began an invasion of Belgium. On the same day Britain declared war
on Germany. Some historians have argued that this was a surprise because for many years Britain had
taken more interest in its huge empire than in events in Europe. They have pointed out that, although
it belonged to the Triple Entente, this did not commit Britain to going to war. The only commitment it
had was a promise to defend Belgium in a treaty nearly a hundred years old (the ‘scrap of paper’ as
the Germans described it). Other historians claim that Britain did have important interests in Europe. It
was vital to keep a ‘balance of power’ and Britain was beginning to feel threatened by an increasingly
powerful Germany.

Did Britain really go to war for a ‘scrap of paper’?

SOURCE A

The British government is often accused of having a foreign policy that was impossible for others to
interpret. While Britain belonged to the Triple Entente, uncertainty persisted in all the capitals of Europe
about whether it would join a European war. The failure of this policy is self-evident; Britain’s hesitant
approach to European commitments, and especially to the Entente, eventually involved it in history’s
greatest conflict. It nonetheless is hard to see any alternative policy which would have commanded
political support in Britain, and persuaded Germany that the risk of war was unacceptable. The British
had little power to control events. Though the Germans preferred not to fight Britain, the British were
seen in Berlin as marginal in a clash of continental forces.

Some argue that Britain should have declared in advance of the 1914 crisis its determination to
participate in any Russian-French clash with Germany. However, this ignores the nature of democracies.
No government could have commanded the support of Parliament for an open-ended commitment
to join a European conflict. If, in July, the government had offered France and Russia unconditional
support, it would have been guilty of recklessness. The British government was uneasy about Russia
and had no desire to promote French aggressiveness. Thus its only rational course was to offer its
allies goodwill and provisional support, the scope and nature of which had to depend on events. Only
the German ultimatum to Belgium enabled the war party in the British government to have its way.

Those who claim a general conflict was avoidable even after Austria declared war on Serbia, imply
that Austria and Germany should have been allowed to have their way at gunpoint in the Balkans, in
Belgium and across Europe. It is sometimes said that Belgium was merely an excuse since Grey and
several of his colleagues had decided on war even before the issue of Belgium emerged. However,
it does not seem foolish that the British government and people responded to the violation of Belgian
neutrality, whereas they resisted going to war to support Serbia.

From a history book published in 2013.

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SOURCE B

Britain had followed a hesitant diplomatic policy. It assumed it was still the dominant world power
and only it could keep the balance of power. Britain wanted to remain the controller of Europe, using
the Entente system to constrain the Germans, but also to keep the French and Russians in check.
However, the policy of the British government over the Serbian crisis was clear – to work with the
German government without moving away from France and Russia. A blunt statement to Germany on
26 July that Britain would intervene on the side of France would have deterred Germany from pushing
Austria into war. Germany counted on Britain’s neutrality and Britain encouraged this.

When Germany invaded Belgium the British government realised it had misjudged the situation. Britain,
above all, feared isolation and did not want to face a triumphant Germany alone. It is clear that Britain
only acted when it had no choice. The reason for going to war is also clear. If Britain did not stand by
France and stand up for Belgium against German aggression, it would be isolated. Britain entered the
war because it feared a German victory would threaten its safety. This realisation came late. After only
putting one foot into Europe for years the British government reluctantly decided that war was necessary,
but it had to find a reason for its change of policy. Treaty obligations to Belgium provided a convenient
excuse. Britain did not go to war to keep its promise to Belgium but for the sake of a British vital interest.

From a recent history book.

SOURCE C

Germany is deliberately preparing to destroy the British Empire. All Europe is to be Germanised. We
are all to be drilled and schooled and uniformed and taxed by Prussian officials and the Emperor
William II is to rule us with a rod of iron. Britain alone stands in the way of Germany achieving world
power and domination.

From a British newspaper published in 1909.

SOURCE D

A postcard published in Britain in early 1914.


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SOURCE E

A cartoon published in Britain, 12 August 1914.

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SOURCE F

A cartoon published in a British magazine, October 1914.

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SOURCE G

Russian weakness will plunge the world into a terrible war, which aims at the destruction of Germany.
The famous ‘encirclement’ has become an accomplished fact. The net has suddenly been pulled
together over our head and England reaps the most brilliant success of her anti-German world
policy, against which we are powerless. While England twists the noose of our political and economic
destruction, we wriggle isolated in the net.

Written by the Kaiser in the margins of a telegram from the German ambassador in Russia. The
telegram reported that the Tsar had claimed that the Russian mobilisation decree could not be
stopped. The telegram was dated 30 July 1914.

SOURCE H

I enquired whether the German government would refrain from violating Belgian neutrality. Herr von
Jagow at once replied that he was sorry to say that the answer must be ‘No’ because German troops
had crossed the frontier that morning. During the afternoon I informed him that unless the German
government gave an assurance that they would stop their advance, the British government would have
to take all steps in their power to uphold the neutrality of Belgium.

I then went to see Bethmann-Hollweg, who was very agitated. He said that the step taken by the British
government was terrible. Just for a word, ‘neutrality’, just for ‘a scrap of paper’, Great Britain was going
to make war on a brother nation who desired nothing more than to be friends.

From a report by Sir Edward Goschen, the British Ambassador to Germany, to the British government,
4 August 1914. Von Jagow was the German Foreign Minister and Bethmann-Hollweg was the head of
the German government.

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

1 Study Sources A and B.

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

2 Study Source C.

How useful is this source as evidence about why Britain went to war in 1914? Explain your answer
using details of the source and your knowledge. [8]

3 Study Source D.

Why was this postcard published in Britain at this time? Explain your answer using details of the
source and your knowledge. [7]

4 Study Sources E and F.

How similar are these two cartoons? Explain your answer using details of the sources and your
knowledge. [8]

5 Study Sources G and H.

How far does Source G make Source H surprising? Explain your answer using details of the
sources and your knowledge. [8]

6 Study all the sources.

How far do these sources provide convincing evidence that the reason why Britain went to war in
1914 was to protect Belgium? Use the sources to explain your answer. [12]

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Option B: Twentieth century topic

DID STALIN TAKE CONTROL OF EASTERN EUROPE AS A RESPONSE TO THE ACTIONS


OF THE WEST?

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

Background Information

At the Yalta Conference in February 1945 Stalin agreed to free elections in Eastern European countries.
However, by the time of the communist coup in Czechoslovakia in February 1948, the Soviet Union
controlled all of Eastern Europe apart from Yugoslavia and Greece. Stalin was helped by the fact that
Soviet armies were already in most of Eastern Europe and the local resistance to Nazi occupation had
often been led by communist groups. This enabled the communists to intimidate their opponents and
to influence election results.

Did Stalin plan for the USSR to control Eastern Europe from the beginning or did this policy gradually
develop as a reaction to the threats and policies of the West?

SOURCE A

More aware than anyone else of their own weaknesses in the event of a conflict with the United
States, the Russians pursued a conservative and cautious line. They showed neither more nor less
respect for democracy in Eastern Europe than the Americans and British showed in Italy, Greece or
Belgium. Neither the Americans, British, nor Russians were willing to allow democracy to run its course
anywhere in Europe at the cost of damaging their vital strategic and economic interests. We now know
that the Russians lost control of the revolutionary forces in Yugoslavia and Greece, and that they had
no intention of Sovietising Eastern Europe in 1945 if they could find alternatives.

In Eastern Europe American leaders saw evidence of what they interpreted to be the dangers of Soviet
expansion. It was imperative for the United States that it prevent any Great Power from dominating
Eastern Europe or any other region of the world. The United States considered all political blocs that
it did not control as directly undermining its objective for achieving world capitalism. For this reason
America set itself against an Eastern European reality which it could not fully shape.

From a history book published in 1969.

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SOURCE B

Even before the Nazi invasion of the USSR in 1941, Soviet authorities began to prepare the ground for
imposing their own system on Eastern Europe. This view is controversial. In the standard account the
region’s post-war history is usually divided into phases.

The onset of Stalinism in Eastern Europe is sometimes blamed on Western Cold War Warriors, whose
aggressive language allegedly ‘forced’ Stalin to tighten his grip on the region. It was argued that the
Cold War was caused not by communist expansion but by the American drive for open international
markets. More recently, it has been argued that the division of Germany was caused not by the Soviet
pursuit of totalitarian policies in Eastern Germany but by the Western powers’ failure to take advantage
of Stalin’s peaceful overtures.

Any close examination of what was happening across the region between 1944 and 1947 reveals
the deep flaws of these arguments. The Soviet Union imported key elements of the Soviet system
into every nation occupied by the Red Army, from the very beginning. First, the Soviets immediately
created a secret police. Secondly, Soviet authorities placed trusted communists in charge of the most
powerful form of mass media: the radio. Thirdly, everywhere the Red Army went, Soviet and local
communists harassed, persecuted and eventually banned independent political parties. The harsher
policies imposed upon the Eastern bloc in 1947 and 1948 were not merely a reaction to the Cold War.

From a history book published in 2013.

SOURCE C

The area that came to symbolise the onset of the Cold War was East-Central Europe. While Churchill’s
Iron Curtain provided a straightforward explanation of Soviet policies, they were in fact driven by a
complex set of motives. Ideology, security, and historical memory all played a role. It would also be
wrong to assume that the Soviet leadership was not affected by Western rhetoric and policy. Soviet
control in Eastern Europe did not take place overnight. Much depended on local conditions. In Albania
the local Communists established their rule in 1944–45 as patriots who had fought against the
Germans. In Poland, the Communists’ takeover was prompted by much greater Soviet involvement.
The Soviets recognised the Polish Workers’ Party as the provisional government in late 1944, although
representatives of other parties were included. In the next two years, helped by Soviet support, the
Communists gradually marginalised other political parties. In Hungary, Stalin held back and it was only
in 1947 that the Communists moved to establish complete control.

For quite some time Czechoslovakia appeared likely to remain a liberal democracy but in 1947, under
Soviet pressure, the Czech government rejected the Marshall Plan, making the Czech Communists
unpopular. In response, while the Red Army amassed troops on the Czech borders, the Communist
Party staged a coup d’état. This was the last addition to the Soviet bloc.

From a recent history book.

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10

SOURCE D

A cartoon published in a British magazine, 17 March 1948.

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11

SOURCE E

A cartoon published in the Soviet Union in 1947. It shows American aid during the Greek civil war.

SOURCE F

There is most certainly a long-term element in what the Russians are doing in the Balkans. Security is
the most important factor. Nothing will deflect the USSR from strengthening its security system in this
region as a first line of defence. It would be unthinkable that Czechoslovakia and Yugoslavia should
look to the West for their security rather than to Mother Russia.

The self-confidence of the Soviet Union, combined with a love of power for its own sake, might cause
this policy to assume dangerous forms. So far as the Balkans are concerned, we can take heart from
the correct attitude which the Soviet Government has adopted towards Greece.

We must at all times make allowances for the Bolshevik mentality, which, if it has repudiated the idea of
world revolution, is still infested with suspicion of the bourgeois world. On the other hand, as a realist,
Stalin has no wish to overreach the limits within which he can exercise autocratic power. He also has a
wish to raise the reputation of the USSR in the eyes of the world. It follows that where the Allies have
just cause for complaint, a restraining influence can be brought to bear by appeals to Stalin.

A report by a British official in Moscow to the British government, 12 March 1945.

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12

SOURCE G

Mr Churchill now stands as a firebrand of war. And he is not alone. He has friends not only in Britain
but also in the United States. He reminds me of Hitler. Hitler began to set war loose by announcing his
racial theory, declaring that only German speakers represent a full valuable nation. Mr Churchill begins
to set war loose by maintaining that only nations speaking the English language are fully valuable
nations and should rule over the remaining nations of the world.

As a result of the German invasion, the Soviet Union has lost about 7 million people. The Soviet Union
cannot forget the sacrifices. What can be surprising in the fact that the Soviet Union, to protect its
security, tries to ensure that the countries in Eastern Europe have governments loyal to the Soviet
Union? How can one describe these peaceful aspirations as ‘expansionist tendencies’?

From an interview Stalin gave to Pravda, 16 March 1946. Pravda was the official newspaper of the
Soviet Communist Party.

SOURCE H

A cartoon published in a British newspaper, 2 March 1948. From the top-left the switches read
‘France, Italy, Czecho, Romania, Hungary, Poland, Yugo, Greece’; (bottom row) ‘Etc, Persia [Iran],
Turkey, Finland, Bulgaria, Albania, Etc, Etc’. The places underlined have their switches down. The
picture on the desk says ‘Marshall’ at the top.

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13

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

1 Study Source A.

What impressions does this source give of American policy towards Eastern Europe? Explain your
answer using details of the source. [6]

2 Study Sources B and C.

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

3 Study Sources D and E.

How similar are these two cartoons? Explain your answer using details of the sources and your
knowledge. [8]

4 Study Sources F and G.

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

5 Study Source H.

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

6 Study all the sources.

How far do these sources provide convincing evidence that Stalin took control of Eastern Europe
because of the attitudes and actions of the West? Use the sources to explain your answer. [12]

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14

BLANK PAGE

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15

BLANK PAGE

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16

BLANK PAGE

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

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

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

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Cambridge IGCSE™

HISTORY 0470/21
Paper 2 May/June 2020
MARK SCHEME
Maximum Mark: 50

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.

Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 15 printed pages.

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0470/21 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED
Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

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

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GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

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Question Answer Marks

19th Century topic

1 Study Sources A and B. How far do these two sources agree? Explain your answer using details of the sources. 7

Level 5 Compares big messages 7

Source A explains, defends British Foreign Policy, while Source B criticises it

Level 4 Agreement and disagreement of detail or sub-messages 5–6

Level 3 Agreement or disagreement of detail or sub-messages 3–4

Agreements include:
• Both sources describe British Foreign Policy as hesitant
• In both sources Britain has concerns about France and Russia
• Both sources agree that Britain was uncertain about joining European war

Disagreements include:
• Source A states that no policy by Britain could have stopped Germany from risking a war, while B states that a
blunt statement by Britain would have done this
• Source A states that Britain went to war because of Belgium, while B says it was not because of Belgium, there
were other reasons

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

OR

Compares the provenance of the sources

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

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

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Question Answer Marks

2 Study Source C. How useful is this source as evidence about why Britain went to war in 1914? Explain your 8
answer using details of the source and your knowledge.

Level 6 Explains how the attitudes in Source C towards Germany help explain why Britain went to war 8

Level 5 Uses contextual knowledge or cross reference to support claims in C – so useful 5–7

OR

Level 5 Uses contextual knowledge or cross reference to explain why claims in C are not correct – so not useful

Level 4 Uses surface information to explain why useful 4

e.g. ‘It is useful because it tells us that Britain went to war to stop German domination.’

Level 3 Undeveloped use of provenance 3

e.g. It is British, so biased and therefore not useful

Level 2 Valid analysis of source but no conclusion about 'how useful?' 2

Level 1 Copies/paraphrases the source 1

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

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Question Answer Marks

3 Study Source D. Why was this postcard published in Britain at this time? Explain your answer using details of the 7
source and your knowledge.

Level 6 Explains purpose in context of early 1914 7

Level 5 Explains the purpose of the postcard (must have intended impact on audience) 6

e.g. to persuade the British government to be wary of Germany

Level 4 Explains a valid sub-message as a reason 4–5

OR

Level 4 Explains the big message

e.g. Germany is determined to dominate but Europe but is finding it difficult

Level 3 Explains context only – fails to explain message or purpose of source 3

Level 2 Interprets cartoon or describes the context – but not used as a reason for publication 2

Level 1 Surface descriptions of the source 1

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

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Question Answer Marks

4 Study Sources E and F. How similar are these two cartoons? Explain your answer using details of the sources and 8
your knowledge.

Level 6 Compares the purpose of the two cartoons to justify Britain’s involvement in the war 8

Level 5 Compares big messages 6–7

e.g. Belgium is to be admired while Germany is not – based on Belgium’s brave defence and Germany’s aggressiveness

Level 4 Agreement/disagreement of sub-messages 4–5

e.g. Germany aggressive in both, Belgium is defending in E, while it is defeated in F

Level 3 Interprets message/purpose of one or both cartoons but no comparison 3

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

OR

Level 2 Compares the provenance of the sources

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

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

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Question Answer Marks

5 Study Sources G and H. How far does Source G make Source H surprising? Explain your answer using details of 8
the sources and your knowledge.

Level 5 Compares the sources and evaluates one of them 8

Level 4 Explains surprise/no surprise for H but no valid use of G 7

e.g. Britain had Treaty obligations to defend Belgium so not surprised

Level 3 Answers based on agreements/disagreements – used as reasons for H being surprising/not surprising 4–6

Agreements include:
• In both, Germany criticises England as the aggressor and as anti-German

Disagreements include:
• G places the blame on Russia/England, while H places it on Germany

OR

Level 3 Answers based on undeveloped provenance 3

Level 2 Identifies what is surprising in H but no explanation 2

OR

Level 2 Writes a valid analysis of H but fails to state if surprised or not

Level 1 Writes about the sources but struggles to address the question in a valid way 1

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

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Question Answer Marks

6 Study all the sources. How far do these sources provide convincing evidence that the reason why Britain went to 12
war in 1914 was to protect Belgium? Use the sources to explain your answer.

Level 3 Uses sources to support and reject the statement 7–10

Award up to 2 bonus marks for evaluation of sources (no more than 1 per source).

Source use must 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.

 – A, E, F, H
x – A, B, C, D, G

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

Level 1 No valid source use 1–3

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

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Question Answer Marks

20th Century topic

1 Study Source A. What impressions does this source give of American policy towards Eastern Europe? Explain 6
your answer using details of the source.

Level 4 The overall, big impression 5–6

Allow impressions that imply a lack of understanding of the situation in Eastern Europe e.g. mistaken, lacked
understanding, unrealistic

Award 6 marks for answers with the overall, big impression and valid support from Source A

Level 3 Valid supported impressions 4

Level 2 Valid, but unsupported, impressions 2–3

e.g. to stop USSR or any other country dominating Eastern Europe, to spread capitalism there, it wanted to control it

Level 1 Copies or paraphrases the source 1

e.g. The USA did not want to damage its vital strategic or economic interests in Europe.

OR

Level 1 Answers that give impressions of aspects other than American policy towards Eastern Europe

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

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Question Answer Marks

2 Study Sources B and C. How far do these two sources agree? Explain your answer using details of the sources 8
and your knowledge.

Level 5 Compares big messages 7–8

• in B the USSR was determined from the beginning to control Eastern Europe and acted in the same way in each
country
• in C Soviet control evolved step by step and was influenced by local conditions

Level 4 Agreement and disagreement of detail or sub-messages 5–6

Level 3 Agreement or disagreement of detail or sub-messages 3–4

Agreements include:
• The Soviets did take over Eastern Europe
• Both mention the argument that the Soviets were reacting to the West
• Soviet control was completed in 1967

Disagreements include:
• In B the Soviets used the same methods everywhere in Eastern Europe, while in C their approach varied owing to
local conditions
• In B the Soviets were not reacting to the West, in C they were
• In B the Soviets set out from the beginning to control Eastern Europe, in C this control gradually evolved

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

OR

Level 2 Compares the provenance of the sources

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

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

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Question Answer Marks

3 Study Sources D and E. How similar are these two cartoons? Explain your answer using details of the sources 8
and your knowledge.

Level 5 Compares big messages 8

e.g. in D the West is a haven compared to Eastern Europe, but it can only watch what is happening, while in E the West
(Americans) are actually doing something about communism in Eastern Europe

Level 4 Agreement and disagreement of detail or sub-messages 7

Level 3 Agreement or disagreement of detail or sub-messages 5–6

Agreements include:
• There was a threat from Communism in Eastern Europe
• Allow – Communism is seen as something bad in both

Disagreements include:
• In D the Communist threat is in Czechoslovakia, in E it is in Greece
• In D the West is doing nothing, in E it is doing something OR in D the West is defensive, in E it is aggressive
• Allow – In D Communism is seen as a threat, while in E it is not

OR

Level 3 Valid interpretation of one or both cartoons but no valid comparison 3–4

Level 2 States that the sources are about the same subject 2

OR

Level 2 Compares the provenance of the sources

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

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

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Question Answer Marks

4 Study Sources F and G. How far does Source F make Source G surprising? Explain your answer using details of 8
the sources and your knowledge.

Level 6 Compares the sources and evaluates one of them 8

Level 5 Evaluates G but no valid use of F 6–7

Level 4 Answers based on agreements/disagreements 4–5

e.g. both state Stalin’s intentions are defensive for security; F makes G surprising because F suggests Stalin is reasonable,
but he does not seem very reasonable in G

Level 3 Answers based on undeveloped provenance 3

Level 2 Identifies what is surprising but no explanation 2

OR

Level 2 Produced a valid analysis of G but fails to state whether surprised

Level 1 Writes about the sources but struggles to address the question in a valid way 1

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

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Question Answer Marks

5 Study Source H. What is the cartoonist's message? Explain your answer using details of the source and your 8
knowledge.

Level 5 Explains point of view of cartoonist 8

e.g. the cartoonist does not believe Stalin is liberating countries, he is doing the opposite and the cartoonist disapproves of
this

Level 4 Explains big message 6–7

e.g. Stalin is intent on controlling Europe and has started

Level 3 Sub-message(s) explained 3–5

e.g. Stalin controls Czechoslovakia, Hungary and Poland, Stalin plans to control Europe

Level 2 Plausible misinterpretations 2

e.g. reads the cartoon literally (Stalin is genuinely liberating these countries)

Level 1 Surface description of source 1

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

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Question Answer Marks

6 Study all the sources. How far do these sources provide convincing evidence that Stalin took control of Eastern 12
Europe because of the attitudes and actions of the West? Use the sources to explain your answer.

Level 3 Uses sources to support and reject the statement 7–10

Award up to 2 bonus marks for evaluation of sources (no more than 1 per source).

Source use must be reference to a source by letter, by provenance or by direct quote. There must be examples from
source content. There must be an explanation of how this supports/does not support the statement.

Use a in the margin for each source use in support of the statement and a x for each source use rejecting the statement.

 – A, C, D, E, G
x – A, B, D, F, G, H

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

Level 1 No valid source use 1–3

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

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Cambridge IGCSE

HISTORY 0470/41
Paper 4 Alternative to Coursework May/June 2020
1 hour

You must answer on the enclosed answer booklet.

You will need: Answer booklet (enclosed)


*5765165474*

INSTRUCTIONS
• Answer one question from your chosen Depth Study.
• Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.

INFORMATION
• The total mark for this paper is 40.
• The number of marks for each question or part question is shown in brackets [ ].

This document has 4 pages. Blank pages are indicated.

06_0470_41_2020_1.10
© UCLES 2020 [Turn over
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Answer one question from your chosen Depth Study.

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

1 How important were conditions in the trenches as a reason for the high number of casualties
in the First World War? Explain your answer. [40]

2 How significant was unrealistic strategy as a reason for the failure of the Gallipoli campaign?
Explain your answer. [40]

DEPTH STUDY B: GERMANY, 1918–45

3 How important was Nazi electoral success as a reason for Hitler’s appointment as Chancellor
in January 1933? Explain your answer. [40]

4 How significant was anti-Semitism in German society under the Nazis? Explain your answer.
[40]

DEPTH STUDY C: RUSSIA, 1905–41

5 How important was the demand for political reform as a reason for the March 1917 Revolution?
Explain your answer. [40]

6 How significant was collectivisation in changing life in the Soviet Union under Stalin? Explain
your answer. [40]

DEPTH STUDY D: THE UNITED STATES, 1919–41

7 How important were new forms of media as an aspect of the Roaring Twenties? Explain your
answer. [40]

8 How significant was the role of the banks in causing the Wall Street Crash in 1929? Explain
your answer. [40]

DEPTH STUDY E: CHINA, c.1930–c.1990

9 How important were reforms aimed at women in improving the lives of the peasants after 1949?
Explain your answer. [40]

10 How significant was the Sino-Soviet split to China? Explain your answer. [40]

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

11 How important was the impact of the Second World War on South African politics up to 1948?
Explain your answer. [40]

12 How significant was the economy in changing the nature of resistance to apartheid after 1966?
Explain your answer. [40]

DEPTH STUDY G: ISRAELIS AND PALESTINIANS SINCE 1945

13 How important was foreign influence in determining the outcome of the 1948–49 war? Explain
your answer. [40]

14 How significant was oil in changing the nature of the Arab–Israeli conflict, 1956–79? Explain
your answer. [40]

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BLANK PAGE

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

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

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

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Cambridge IGCSE™

HISTORY 0470/41
Paper 4 Alternative to Coursework May/June 2020
MARK SCHEME
Maximum Mark: 40

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.

Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 12 printed pages.

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Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is
given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to
your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The meaning,
however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

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

GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

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Assessment Objectives 1 and 2

Level 5 [33–40]

Candidates:
• Select and deploy a range of relevant and accurate contextual knowledge to effectively support
their answers.
• Select, organise and deploy effectively and relevantly a wide range of information to support
their conclusions.
• Demonstrate a good understanding of the key features, reasons, results and changes of
societies, events, people and situations relevant to the question. They demonstrate an
awareness of the importance of the broad context and of interrelationships of the issues of the
question.
• Produce well-developed, well-reasoned and well-supported conclusions.
• Write with precision and succinctness, showing structure, balance and focus.

Level 4 [25–32]

Candidates:
• Deploy mostly relevant and accurate contextual knowledge to support parts of their answers.
• Select a range of relevant information which is generally well-organised and deployed
appropriately.
• Demonstrate a reasonable understanding of the significance of the key features, reasons, results
and changes of societies, events, people and situations relevant to the question with awareness
of the broad context. They have some understanding of interrelationships of the issues in the
question.
• Can produce developed, reasoned and supported conclusions.
• Write with precision and succinctness, showing structure, balance and focus.

Level 3 [17–24]

Candidates:
• Demonstrate and select some relevant contextual knowledge and deploy it appropriately to
support parts of their answers.
• Select and organise mostly relevant information, much of it deployed appropriately with a
structured approach, either chronological or thematic.
• Demonstrate some understanding of the key features, reasons, results and changes of the
societies, events, people and situations relevant to the question with some awareness of the
broad context.
• Produce structured descriptions and explanations.
• Support conclusions although they are not always well-substantiated.
• Write with some precision and succinctness.

Level 2 [9–16]

Candidates:
• Demonstrate some, but limited contextual knowledge.
• Select and organise some relevant information. This is only deployed relevantly on a few
occasions.
• Identify and describe key features, reasons, results and changes of the societies, events, people
and situations relevant to the question, but little awareness of the broad context. There is some
structure in the descriptions.
• Attempt conclusions but these are asserted, undeveloped and unsupported.
• Present work that lacks precision and succinctness.
• Present a recognisable essay structure, but the question is only partially addressed.

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Level 1 [1–8]

Candidates:
• Demonstrate little relevant contextual knowledge.
• Demonstrate limited ability to select and organise information.
• Describe a few key features, reasons, results, and changes of societies, events, people and
situations relevant to the question. The work contains some relevant material but this is not
deployed appropriately, and there are no effective links or comparisons.
• Write relatively little or it is of some length but the content is not focused on the task.
• Answer showing little understanding of the question.

Level 0 [0]

Candidates:
• Submit no evidence or do not address the question.

Information Suggestions

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

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Question Answer Marks

1 How important were conditions in the trenches as a reason for the high 40
number of casualties in the First World War? Explain your answer.

YES – Soldiers endured constant artillery bombardments; danger of sniper


fire; poor hygiene and sanitation – soldiers often did not wash for weeks and
had limited toilet facilities and fresh water – led to diseases; dangers of frost
bite and trench foot due to damp conditions led to amputations; rats and lice
made life uncomfortable and helped spread disease and infection; harsh
weather including freezing winters, flooding and high temperatures led to
many ailments; psychological problems such as ‘shellshock’; gas weapons
fired into trenches to cause panic; large numbers of troops helped disease
spread quickly etc.

NO – More important – new technology and weapons led to higher casualties


than the trenches – artillery responsible for the highest number of casualties
(75%); machine guns could fire 6000 rounds per minute; barbed wire held up
soldiers as they became entangled during offensives and made them easy
prey for the machine guns; major offensives such as Verdun and Somme –
60 000 allied casualties on the first day of the Somme offensive; barbed wire;
lack of effective tactics by commanders on both sides – relied on 19th
century strategies at first; war of attrition – both sides aimed to wear the
enemy down etc.

Question Answer Marks

2 How significant was unrealistic strategy as a reason for the failure of 40


the Gallipoli campaign? Explain your answer.

YES – Element of surprise had been lost even before the invasion; 1915
March naval raids led to 70 000 Turkish reinforcements to defend the
peninsula; use of an old trawler to land troops on Beach V resulting in high
casualties; Hamilton commanded the invasion from miles offshore on the
Queen Elizabeth; troops were often not dropped off at designated drop off
points – e.g. ANZACs 1500 m away; some faced steep cliffs preventing
progress inland; British troops under General Stopford failed to take
advantage of second invasion which resulted in a stalemate etc.

NO – More significant – Lord Kitchener had not provided Hamilton with the
desired 150 000 troops – only half this number were deployed; failure to
knock out guns on the Gallipoli shoreline due to bad weather and mines in
the Dardanelles; Turkish defenders were well organised by German General
Liman von Sanders; Turks had modern weapons such as machine guns and
accurate artillery which inflicted high casualties and led to trench warfare;
poor conditions due to summer heat; lack of fresh water and supplies led to
dehydration and disease; onset of winter and torrential floods in trenches
caused same issues as on the Western Front such as trench foot etc.

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Question Answer Marks

3 How important was Nazi electoral success as a reason for Hitler’s 40


appointment as Chancellor in January 1933? Explain your answer.

YES – Nazis had become a major party in the 1930 elections gaining 107
seats and the second largest party; in July 1932 they won 37% of the vote
making them the largest party in the Reichstag; Hitler demanded the
Chancellorship from Hindenburg as leader of the largest party, as was
Constitutional convention; allowed the Nazis to block government legislation
forcing Hindenburg to use Article 48 and rule by decree; 1932
Presidential election gave Hitler 13 million votes against Hindenburg’s 19
million – showed he was popular with German citizens etc.

NO – More important – fear of communism as they became the third largest


party after 1930 with 13% of the vote – this increased to 17% of the vote by
November 1932; increased Nazi funds from industrialists and votes from the
middle-classes who feared a communist revolution as in Russia and the
Nazis promised to destroy communism and protect private property;
Depression led to severe unemployment – nearly 6 million by 1933; Nazi
propaganda machine under Goebbels used negative cohesion to play on the
fears of the German middle-classes; Nazi promises were flexible – Hitler
often changed unpopular policies; Hitler’s leadership and oratory skills –
rallies and speeches; political manoeuvring from von Papen to remove
Schleicher and persuade Hindenburg to appoint Hitler etc.

Question Answer Marks

4 How significant was anti-Semitism in German society under the Nazis? 40


Explain your answer.

YES – Anti-Semitism was a key Nazi policy since the 25-Point Programme
and Mein Kampf; Hitler and other Nazis violently anti-Semitic; Nazis saw the
Jews as an undesirable parasitic race in Germany – blamed the Jews for the
German surrender in the First World War and accused them of being
communists; SA were used to boycott Jewish shops and businesses in 1933;
Jews were removed from Civil Service and other professions in 1933; school
curriculum and Hitler Youth used to indoctrinate young people about the
danger of Jews in Germany; 1935 Nuremberg Laws saw Jews stripped of
their citizenship;1938 Kristallnacht – Jewish shops and businesses destroyed
and 30,000 Jews arrested and sent to concentration camps; Jews banned
from German schools and other public facilities; war radicalised policy further
– Einsatzgruppen (1941) used for mass shootings of Jews and Final Solution
in 1942 saw 6 million Jews murdered in specially built extermination camps
etc.

NO – More significant – Nazi economic policies prioritised solving the


unemployment problem – Schacht’s New Plan led to public works schemes
like the autobahns and the National Labour Service (RAD); policies towards
workers (DAF, Strength Through Joy and Beauty of Labour); policies towards
farmers; policies towards women and the family; youth policy (Hitler Youth);
Nazi control – terror through the SS and Goebbels’ propaganda and control
of culture and the media etc.

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Question Answer Marks

5 How important was the demand for political reform as a reason for the 40
March 1917 Revolution? Explain your answer.

YES – Middle-class and liberals demanded greater representation and a


constitutional monarchy; Tsar limited the membership of the third Duma and
then dissolved it during the war – this led to many liberals supporting the
March Revolution and the abdication of the Tsar; many workers demanded a
socialist style government and formed soviets; SRs wanted a peasant based
socialist society; Marxists (Bolsheviks and Mensheviks) wanted a workers’
revolution and a communist style government; united in their opposition to
tsarist autocracy in the March Revolution of 1917 etc.

NO – More important – First World War had led to large casualties for Russia
(at least 1.8 million soldiers killed on the front); increased desertions and
mutinies in the Russian army on the Eastern Front – many soldiers formed
committees and refused to follow the orders of their officers; peasants’ land
issue unsolved – peasants demanded land reform; war had caused massive
shortages of food and fuel in cities; peasants hoarded grain and this led to
inflation; bread rationing in big cities like Moscow and St Petersburg; Tsar’s
actions – 1915 assumed command of the army – he was now blamed for
military defeats; left Tsarina and Rasputin in charge, alienating the
government ministers and the nobility etc.

Question Answer Marks

6 How significant was collectivisation in changing life in the Soviet Union 40


under Stalin? Explain your answer.

YES – Collectivisation ended the limited capitalism permitted in the New


Economic Policy; NEPmen and kulaks targeted by Stalin as class enemies
and counterrevolutionaries; dekulakisation – policy of liquidising the kulak
class in the countryside; peasant resistance – some peasant families burnt
their crops and slaughtered their animals; massive propaganda campaign in
the countryside; peasants were denounced and deported to gulags; Kolkhoz
and Sovkhoz was established, banning most private landholdings; 1932–33
massive famine – possibly 13 million starved to death; by 1941 most land
had been collectivised; new machinery and tractor stations established;
improved farming techniques (e.g. fertilisers) etc.

NO – More significant – rapid industrialisation under the Five-Year Plans;


massive growth in towns and cities including new “single-industry” cities like
Magnitogorsk built; new dams and steelworks further to the east; forced
labour from the gulags used; better pay and conditions for some workers;
women’s employment and training opportunities increased; harsher discipline
in the factories – loss of pay or deportation for ‘sabotage’; ‘Stakhanovite’
propaganda in mines; target setting became stricter; terror campaign from
NKVD (secret police); Great Purge targeted Old Bolsheviks, the Red Army
and political opponents; propaganda and censorship led to Stalin’s Cult of
Personality developing; attack on religious practices of Christians and
Muslims etc.

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Question Answer Marks

7 How important were new forms of media as an aspect of the Roaring 40


Twenties? Explain your answer.

YES – Radios spread new music such as jazz across the population –
popular in the cities with young Americans; radio exposed people to new
comedy acts and sports; radio led to increased advertising of new products;
increased number of radio stations – 508 by 1922; cinema and growth of
Hollywood – by 1927 the first ‘talkie’ was released and audiences had
doubled by 1929; new stars like Charlie Chaplin and Douglas Fairbanks; sex
symbols on screen such as Rudolf Valentino impacted cultural developments
and behaviour of young Americans; cinema became a multi-billion dollar
industry that impacted fashion, make-up and led to new crazes like ‘flappers’
etc.

NO – More important – Increased leisure time due to new inventions –


fridges, vacuum cleaners; growth in suburbs and new city skylines; Jazz
music and nightlife – clubs, cafes and restaurants; increased popularity of
sports like baseball and boxing and the creation of sports’ heroes like Babe
Ruth; more liberal morals amongst young urban middle-classes; impact of
motor car on travel and working patterns – holidays, beach resorts, hotels
etc.

Question Answer Marks

8 How significant was the role of the banks in causing the Wall Street 40
Crash in 1929? Explain your answer.

YES – Banks had lent money with the confidence that loans would be repaid
often allowing speculators to buy shares ‘on the margin’; easy borrowing for
businesses and investors; ‘buying on the margin’ had fuelled personal debt;
banks engaged in speculation on the stock market even when the economic
downturn began after 1927; government failed to legislate rules and
regulations over lending; banks stop supporting the stock market on Monday
28th October 1929 which led to a freefall in share prices etc.

NO – More significant – speculation a form of gambling on the stock market


with the hope of getting rich quick; share prices were inflated by 1928 even
though many companies were beginning to lay people off; company profits
were falling and wages were being cut leading to reduced consumer
spending; overproduction in agriculture and industry led to price reductions;
market saturation; tariffs on exports limited access to international markets as
did foreign competition etc.

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Question Answer Marks

9 How important were reforms aimed at women in improving the lives of 40


the peasants after 1949? Explain your answer.

YES – Role of women in society improved: women had traditionally been


treated like second-class citizens with arranged marriages and bigamy was
common – divorce was rare; Marriage Reform Law (1950) – free consent and
banning of forced marriages; bigamy was outlawed and divorce was made
easier; foot binding was outlawed (though did continue); new employment
opportunities for women in factories; women allowed to join the Party and
become Communist officials; equal education opportunities – growth in
literacy among women etc.

NO – More important – Agrarian Reform Law (1950) redistributed land from


landlords to peasant families; landlords persecuted through ‘speak bitterness
meetings’ leading to beatings and harassment – Communist Party used
people’s courts to hear crimes against landlords – led to as many as 1 million
executions by 1953; cooperatives and collective farms ended private
ownership of land with 95% collectivised by 1956; creation of communes
during the Great Leap Forward linked industrial work (such as backyard steel
furnaces) and agricultural work as well as providing education and welfare
support to peasant families; first Five-Year Plan (1953–57) increased
migration of peasants to urban areas and the growth of towns, cities and rail
networks; increased grain production; social reforms – provided free
healthcare and basic education with a 90% literacy rate achieved by 1960
etc.

Question Answer Marks

10 How significant was the Sino-Soviet split to China? Explain your 40


answer.

YES – Sino-Soviet alliance signed in 1950: Stalin wanted China to be based


on the Soviet model; first Five-Year Plan funded partially by Soviet Loans –
$300 million in 1950; focus on heavy industry based on Soviet Five-Year
Plans; Soviet experts sent to China; Port Arthur naval base handed to China
in 1953 and 520 million roubles in loans; experts also helped with
collectivisation of agriculture; split began with Khrushchev assuming
leadership by 1956 – Mao did not trust his ‘peaceful coexistence’ strategy
and viewed him as weak – Mao was concerned some Communists may
demand reforms in China; relations broke down further in the 1960s after the
Cuban Missile Crisis and China began to act independently; USSR refused to
share nuclear weapons’ programme with China; Sino-Soviet Border Conflict
1969 and Soviet Embassy in Beijing attacked by Red Guard during the
Cultural Revolution etc.

NO – First Five-Year Plan and Great Leap Forward saw industry,


communication and cities grow rapidly after Soviet assistance diminished;
China acted independently over Vietnam in its support of North Vietnam –
financial and military aid; China tested its own nuclear weapon in 1964
without Soviet assistance; more significant – China’s relations with the USA
improved in 1970s with Nixon and Kissinger – visit in 1972 and ‘ping-pong
diplomacy’ ended China’s diplomatic isolation and trade deal with USA
agreed; UN recognition of People’s Republic of China etc.

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Question Answer Marks

11 How important was the impact of the Second World War on South 40
African politics up to 1948? Explain your answer.

YES – Second World War had led to increased industrial expansion and high
demands for munitions and war supplies for the South African and Allied war
effort; increased black employment in factories to meet demands as many
white people were drafted into the armed forces – 70% increase in black
males working in industry by 1945; many took skilled and semi-skilled jobs
which white South Africans used to have which led to increased tensions
between the ‘races’; increased non-white migration to towns and cities where
non-white people started to outnumber white people leading to calls for
greater segregation in housing and public facilities; squatter camps were
established around major urban centres; government relaxed some
segregation laws such as Pass Laws which angered many white people
leading to greater support for the National Party which advocated total
segregation (apartheid); some black people and trade unions pressed for
further reforms which appalled some white people and promoted white
nationalism; Jan Smut’s United Party was increasingly seen as out of touch
etc.

NO – More important – growth in Afrikaner nationalism; Nationalist Party


represented Afrikaner community; publishing of De Burger newspaper from
1915 and secret society – ‘Broederbond’ that looked after Afrikaner business
interests and professions; Dutch Reformed Church preached segregation
and white supremacy; Smuts supported UN Charter of Human Rights; United
Party seen as allowing segregation to wither away; Sauer Report helped
increase Afrikaner votes for National Party etc.

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Question Answer Marks

12 How significant was the economy in changing the nature of resistance 40


to apartheid after 1966? Explain your answer.

YES – 1970s saw a rise in inflation and unemployment; led to increased


violence and rioting among black industrial workers; 1973 saw strikes for
higher wages – over 100 000 involved; led to calls for better health care,
housing and political rights from anti-apartheid movement; economic growth
only benefited white population – wage gap widened; white people earned 21
times as much as black people in the 1970s; black unemployment rose –
26% unemployed by 1977; growing international isolation of South Africa in
the 1980s made economic prospects worse; end of Cold War meant it
became less politically significant as an anti-communist nation etc.

NO – More significant – growth in black culture (e.g. black music, literature


and poetry); Black Consciousness movement and Steve Biko influenced
student actions and resistance and promoted pride and confidence in being
black; Soweto Riots in 1976 led to increased international sympathy for plight
of black people; UN condemnation in 1973 – apartheid declared ‘a crime
against humanity’; sanctions and boycotts encouraged anti-apartheid
movement; Botha’s ‘petty apartheid’ reforms led to calls for further changes
to apartheid legislation – legalisation of black trade unions increased
industrial militancy and strikes; slow pace of reform resulted in outbreaks of
rioting and violence against the authorities; significant individuals in ending
white minority rule – Mandela, Tutu, Slovo, Tambo and de Klerk etc.

Question Answer Marks

13 How important was foreign influence in determining the outcome of the 40


1948–49 war? Explain your answer.

YES – US support for the creation of an Israeli state in Palestine before the
war; Truman’ s sympathy for Zionism; outspoken support for Jewish Agency
from US Jewish lobby in Congress boosted morale of Israeli people during
the conflict; Israeli army was financially supported by Jews in Europe and the
USA; weapons such as tanks and artillery from Czechoslovakia; Haganah
used their training from the British armed forces during the Second World
War against the Arab forces – created six field brigades of disciplined
soldiers etc.

NO – More important – determination of Israeli people to secure their


homeland; strength of Zionism and nationalism; Israeli guerrilla campaign
against the British mandate in Palestine; Israel had superior arms to Arabs
thanks to stockpiling from wartime raids; total air superiority against Arab
forces; Israeli political and military leadership; Arab weaknesses:
inexperienced and poorly led; lack of communication between Arab states;
outnumbered forces – 23 000 versus 30 000; lines of communication
stretched impacting medical and other war supplies to Arab forces; Syria and
Lebanon helped very little in the fighting and provided only a small number of
troops; few of the Arab leaders trusted King Abdullah of Transjordan after his
secret talks with Israel over a plan to take over parts of Palestine etc.

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PMT
0470/41 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED

Question Answer Marks

14 How significant was oil in changing the nature of the Arab–Israeli 40


conflict, 1956–79? Explain your answer.

YES – USA wished to maintain good relations with oil producing nations like
Saudi Arabia; USA’s share of world oil production had fallen from over 50%
in 1953 to 21% by 1973; Soviet alliance with Egypt and Syria partially about
access to oil in the Middle East; 1967 War brought sharp increases in the
price of oil when Libya nationalised its assets; 1973 Yom Kippur War saw
Arab states use the oil weapon: Saudi Arabia increased its prices by 70% to
any country supporting Israel during the war – when the USA doubled its aid
to Israel, OPEC implemented a complete embargo of oil supplies increasing
prices by 387% on the previous year; led to stagflation and rising
unemployment in the USA; forced USA to seek a peace to the conflict; led to
Kissinger’s diplomatic mission to Israel etc.

NO – US continued its policy since 1967 to broker a peace deal and support
UN resolution 242; US more concerned with Soviet strategic influence in the
region such as its alliance with Syria and Egypt; Nixon and Carter both offset
oil price rises by introducing rationing of petrol and price controls; US
increased oil production; more significant – role of United Nations
peacekeeping; roles of Egyptian leaders – Nasser and Sadat and increasing
Arab nationalism; creation of PLO and constant raids into Israel; actions of
Syria; superpower involvement in the Middle-East as part of the Cold War;
Israel’s military and political leadership – aggressive expansion etc.

© UCLES 2020 Page 12 of 12


Cambridge IGCSE™

HISTORY 0470/11
Paper 1 May/June 2022

2 hours

You must answer on the enclosed answer booklet.


* 8 3 7 1 7 4 5 4 0 3 *

You will need: Answer booklet (enclosed)

INSTRUCTIONS
● Answer three questions in total:
Section A (Core Content): answer two questions.
Section B (Depth Studies): answer one question.
● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.

INFORMATION
● The total mark for this paper is 60.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 12 pages. Any blank pages are indicated.

DC (CE) 304135/3
© UCLES 2022 [Turn over
2

SECTION A: CORE CONTENT

Answer any two questions from this section.

1 The struggle for Italian unification led to the declaration of the Kingdom of Italy in 1861.

(a) Describe the activities of the Young Italy movement. [4]

(b) Why was Cavour suspicious of Garibaldi? [6]

(c) ‘Garibaldi’s success in Sicily was the turning point in the winning of Italian unification.’ How
far do you agree with this statement? Explain your answer. [10]

2 Both war and diplomacy contributed to the achievement of German unification.

(a) Describe how the Zollverein worked. [4]

(b) Why did the Schleswig-Holstein question present Bismarck with opportunities? [6]

(c) ‘The Franco-Prussian War was more important than the Austro-Prussian War in bringing
about German unification.’ How far do you agree with this statement? Explain your answer.
[10]

3 European imperialism impacted the local populations in different ways.

(a) Describe the work of missionaries in nineteenth-century Africa. [4]

(b) Why was the Boxer Rising important for China? [6]

(c) Which was more beneficial for the local population, indirect rule in Nigeria or assimilation in
Senegal? Explain your answer. [10]

4 Before the First World War Austria-Hungary and Germany were two of the great European powers.

(a) What was ‘Weltpolitik’? [4]

(b) Why was Austria-Hungary interested in events in the Balkans? [6]

(c) Which was more to blame for the arms race, Britain or Germany? Explain your answer. [10]

© UCLES 2022 0470/11/M/J/22


3

5 The peace treaties of 1919 had to deal with many different issues.

(a) What territorial demands did Clemenceau make during the Paris Peace Conference? [4]

(b) Why was the break-up of the Austro-Hungarian Empire confirmed in the Treaty of St Germain?
[6]

(c) Who had to compromise more during the peace negotiations in Paris, Clemenceau or Lloyd
George? Explain your answer. [10]

6 Hitler’s policies brought war closer.

(a) Describe the events in February and March of 1938 that led to Anschluss. [4]

(b) Why was involvement in the Spanish Civil War of benefit to Hitler? [6]

(c) ‘Hitler agreed the Nazi-Soviet Pact in order to avoid war against the Soviet Union.’ How far do
you agree with this statement? Explain your answer. [10]

7 After the Second World War the United States was concerned about the threat of communism in
Europe.

(a) What was the Truman Doctrine? [4]

(b) Why was the failure of the Berlin Blockade important? [6]

(c) Was it surprising that Britain and the United States agreed at Yalta that Eastern Europe
should be a Soviet sphere of influence? Explain your answer. [10]

8 The United States was faced with challenges in various parts of the world.

(a) Describe MacArthur’s role in the Korean War. [4]

(b) Why did Kennedy go ahead with the Bay of Pigs invasion in 1961? [6]

(c) ‘It was the United States’ strategy and tactics that led to its failure in Vietnam.’ How far do you
agree with this statement? Explain your answer. [10]

© UCLES 2022 0470/11/M/J/22 [Turn over


4

SECTION B: DEPTH STUDIES

Answer any one question from this section.

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

9 Events in the first few months of the war meant that it would not be over by Christmas.

(a) Describe the conduct of the German army as it advanced through Belgium. [4]

(b) Why did the introduction of trenches by both sides ensure the war would not be over quickly?
[6]

(c) How far did the British Expeditionary Force (BEF) succeed in achieving its aims? Explain
your answer. [10]

10 The tide of the war began to turn against Germany in 1917.

(a) What was the Hindenburg Line? [4]

(b) Why was a republic declared in Germany in November 1918? [6]

(c) How decisive was the American entry into the war in 1917? Explain your answer. [10]

© UCLES 2022 0470/11/M/J/22


5

DEPTH STUDY B: GERMANY, 1918–45

11 It took some time for the Nazi Party to win popular support.

(a) Describe the role of the SA in the Nazi Party during the 1920s. [4]

(b) Why was the Nazi Party able to attract increasing support in the early 1930s? [6]

(c) ‘Hitler showed little leadership quality during the Munich Putsch.’ How far do you agree with
this statement? Explain your answer. [10]

12 The Nazi regime used a range of different methods to control Germany.

(a) Describe how the SS controlled German society. [4]

(b) Why was there some opposition to Nazi rule? [6]

(c) ‘The Nazis’ economic policies were more effective than their use of the mass media in winning
the support of the German people.’ How far do you agree with this statement? Explain your
answer. [10]

© UCLES 2022 0470/11/M/J/22 [Turn over


6

DEPTH STUDY C: RUSSIA, 1905–41

13 The years after 1905 were crucial ones for the Tsar and for Russia.

(a) What was Bloody Sunday? [4]

(b) Why was the Tsar’s decision in 1915 to take personal command of the Russian army
important? [6]

(c) ‘The 1905 Revolution led to a period of significant reform.’ How far do you agree with this
statement? Explain your answer. [10]

14 Stalin was determined to achieve power, and then to hold on to it.

(a) What were the ‘gulags’? [4]

(b) Why did Stalin introduce the Great Purges in the mid-1930s? [6]

(c) ‘Stalin’s policy ideas explain why he, and not Trotsky, emerged as leader of the USSR in the
mid-1920s.’ How far do you agree with this statement? Explain your answer. [10]

© UCLES 2022 0470/11/M/J/22


7

DEPTH STUDY D: THE UNITED STATES, 1919–41

15 During the 1920s there were many examples of intolerance.

(a) Who were Sacco and Vanzetti? [4]

(b) Why did many Americans disapprove of the ‘Roaring Twenties’? [6]

(c) ‘Prohibition was introduced because some people believed drinking alcohol caused poverty
and neglect of families.’ How far do you agree with this statement? Explain your answer. [10]

16 The Depression changed everything in the United States.

(a) What were the ‘Okies’? [4]

(b) Why was Roosevelt able to win over many voters during his 1932 election campaign? [6]

(c) How far were speculators on the stock market responsible for the Depression? Explain your
answer. [10]

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8

DEPTH STUDY E: CHINA, c.1930–c.1990

17 Between 1930 and 1949 the Nationalists gradually became weaker.

(a) What actions by the Nationalists lost them support during the Second World War? [4]

(b) Why were the Communists able to survive the five extermination campaigns by the
Nationalists? [6]

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

18 As China’s power grew, its relations with other countries became more important.

(a) Describe the improvement in relations between China and the United States in the early
1970s. [4]

(b) Why did China sign the Panchsheel Agreement of 1954? [6]

(c) Which has been more important to China, Taiwan or Vietnam? Explain your answer. [10]

© UCLES 2022 0470/11/M/J/22


9

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

19 Apartheid was introduced and consolidated during the 1950s and 1960s.

(a) What was the Sabotage Act of 1962? [4]

(b) Why did the South African government introduce the Group Areas Act of 1950? [6]

(c) ‘The Sharpeville Massacre was a turning point for South Africa.’ How far do you agree with
this statement? Explain your answer. [10]

20 In the period 1966 to 1980 the South African government used a range of methods to support
apartheid.

(a) What was the Bureau of State Security (BOSS)? [4]

(b) Why, from 1976, did the South African government claim to be giving independence to the
Bantustans? [6]

(c) How effective were the government’s methods of suppression in the period 1966 to 1980?
Explain your answer. [10]

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10

DEPTH STUDY G: ISRAELIS AND PALESTINIANS SINCE 1945

21 War broke out between Arab states and Israel in 1967 and 1973.

(a) Describe the USA’s role in the Yom Kippur War. [4]

(b) Why was the Yom Kippur War important to the Arabs? [6]

(c) ‘The Arab states were to blame for the Six-Day War.’ How far do you agree with this statement?
Explain your answer. [10]

22 It has been impossible to resolve the issue of Palestine and the Palestinians.

(a) What is the West Bank? [4]

(b) Why did the emergence of Hamas make a peace settlement with Israel less likely? [6]

(c) How far have the Likud and Labor parties agreed over Palestine? Explain your answer. [10]

© UCLES 2022 0470/11/M/J/22


11

BLANK PAGE

© UCLES 2022 0470/11/M/J/22


12

BLANK PAGE

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

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

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

© UCLES 2022 0470/11/M/J/22


Cambridge IGCSE™

HISTORY 0470/11
Paper 1 May/June 2022
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2022 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 55 printed pages.

© UCLES 2022 [Turn over


0470/11 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

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.

MARKING PRINCIPLE 1:

be awarded in line with:

cific content of the mark scheme or the generic level descriptors for the question
cific skills defined in the mark scheme or in the generic level descriptors for the question
ndard of response required by a candidate as exemplified by the standardisation scripts.

MARKING PRINCIPLE 2:

ded are always whole marks (not half marks, or other fractions).

MARKING PRINCIPLE 3:

be awarded positively:

are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go b
of the syllabus and mark scheme, referring to your Team Leader as appropriate
are awarded when candidates clearly demonstrate what they know and can do
are not deducted for errors
are not deducted for omissions
s should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed
n as indicated by the mark scheme. The meaning, however, should be unambiguous.

MARKING PRINCIPLE 4:

be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic lev

MARKING PRINCIPLE 5:

ld be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark
ccording to the quality of the candidate responses seen).

MARKING PRINCIPLE 6:

ded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresho
iptors in mind.

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0470/11 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

GENERAL INSTRUCTIONS

Applying the Mark Scheme


 When marking a response the overall criterion to be considered should be – ‘How good is this
response to this question?’
 The ‘Level Descriptor’ should be used to decide the Level into which the quality of the answer fits.
 Exhaustive lists of possible facts are not given in the mark scheme, as there is often a choice of
factual knowledge that candidates may use.
 WHERE EXAMPLES OF RESPONSES ARE GIVEN, THESE ARE NOT PRESCRIPTIVE, BUT
ARE INTENDED AS A GUIDE. It is not possible to cover every possible type of response within
a levels of response mark scheme and examiners are expected to use their professional
judgement at all times in ensuring that responses are placed in the correct levels and given an
appropriate mark within that level.
 Marking must be positive. Marks must not be deducted for inaccurate or irrelevant parts of
answers. In itself, poor use of historical terminology, spelling, grammar or handwriting does not
affect the mark. The overall quality of the answer to the question should be judged.
 If a candidate reaches a particular level s/he must be rewarded with a mark within that level. It is
not necessary to work through the levels.
 The full range of marks should be used. Do not be afraid to award full marks or no marks. Failure
to do this will seriously affect the distribution of marks. Be prepared to reward candidates who
show any level of understanding. The mark scheme starts from basic acceptable response.
Where a band of marks is indicated for a level these marks should be used with reference to the
development of the answer within that level.

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

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0470/11 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

1(a) Describe the activities of the Young Italy movement. 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘It was founded in 1831 by Mazzini.’


‘It recruited Italians under the age of 40.’
‘Its aim was to create a united Italian republic.’
‘It encouraged uprisings in Italian states that were occupied by Austria.’
‘It plotted a revolt in Savoy and Piedmont in 1833.’
‘It tried to start uprisings in Sicily, Tuscany and Bologna in the 1840s.’
‘It was finally defeated after an attempted revolt in Milan in 1853.’

Level 0 No evidence submitted or response does not address the


question 0

1(b) Why was Cavour suspicious of Garibaldi? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘Cavour was suspicious of Garibaldi because Garibaldi was a republican.


Garibaldi wanted to set up an Italian republic while Cavour wanted a united
Italy to be a kingdom under Piedmont and its king Victor Emmanuel. He was
worried that if a republic was set up, foreign powers might intervene and undo
Cavour’s achievements.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘This was because Garibaldi was a republican.’


‘He regarded Garibaldi as an agitator who had no serious plans.’
‘He was worried that Garibaldi’s actions would upset foreign powers like
France.’
‘Garibaldi acted independently of Cavour and Piedmont and this made Cavour
suspicious.’
‘Garibaldi’s exploits in Sicily were out of Cavour’s control.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Cavour did not trust Garibaldi because they wanted to achieve different
things.’

Level 0 No evidence submitted or response does not address the


question 0

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PUBLISHED

Question Answer Marks

1(c) ‘Garibaldi’s success in Sicily was the turning point in the winning of 10
Italian unification.’ How far do you agree with this statement? Explain
your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Garibaldi’s success in Sicily was the turning point. He and his Redshirts
took control of Sicily and got rid of the Bourbon rulers. This put Garibaldi in a
position to return to the mainland and conquer the rest of the Kingdom of the
Two Sicilies from the Bourbons. This was important because it was the largest
state in Italy. Garibaldi then handed over his conquests to Victor Emmanuel of
Piedmont which went a long way to unifying Italy. It was the biggest single
step in this process and so was the turning point.’
OR
e.g. ‘I do not think his success was the turning point because there was still a
lot to do to unify Italy. Although he went on to conquer Naples, he needed the
help of the Piedmont army to defeat the Neapolitan army and Piedmont had
conquered most of the Pope’s lands. For me, the turning point was when
Cavour and Napoleon met at Plombières and agreed to provoke a war with
Austria. Although this was not totally successful, it started the process of
unification. Cavour’s diplomacy was far more important than Garibaldi’s
actions.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘This led to the conquest of the rest of the south of Italy.’
‘This led to Garibaldi’s handing over his conquests to Victor Emmanuel.’
‘The meeting of Cavour and Napoleon at Plombières was the turning point.’
‘Garibaldi defeating the Bourbon Kingdom of the Two Sicilies gave Piedmont
control of southern Italy.’
‘The conquest of the Papal regions by Piedmont was a crucial move.’
‘Garibaldi could have never unified Italy by himself; he had to hand events
over to Piedmont.’

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Question Answer Marks

1(c) Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Garibaldi’s success was very important as it changed the whole situation
in Italy.’

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

2(a) Describe how the Zollverein worked. 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘It was an organisation of German states which managed tariffs and
economic policies in their lands.’
‘Prussia was the leading country in the Zollverein.’
‘Austria was not a member.’
‘It was a unified customs area in Germany.’
‘It reduced the number of currencies being used.’
‘It boosted free trade within the union.’
‘It tried to limit imports from outside the customs union.’
‘It helped the economies of member states to flourish.’
‘It encouraged the expansion of railways and roads in the union.’
‘It helped its members to industrialise.’
‘It made commercial agreements with other countries such as Sweden and
Austria.’
‘In 1833, several German customs unions joined together to form the
Zollverein.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

2(b) Why did the Schleswig-Holstein question present Bismarck with 6


opportunities?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘This gave Bismarck an opportunity to weaken Austria’s position in


Germany and to strengthen Prussia’s position. After Austria and Prussia
defeated Denmark, Austria took Holstein and Prussia took Schleswig.
However, Austria had to go through Prussia to reach Holstein. Bismarck knew
these arrangements would soon lead to disputes with Austria which he could
use to cause a war. Austria was a major obstacle to a unified Germany under
Prussia and had to be dealt with. When a dispute did happen, Bismarck was
able to make Austria look like the aggressor and went to war. Austria was
defeated, leaving Prussia as the leading power in Germany and setting up the
North German Confederation.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘It led to Austria and Germany working together which was bound not to
work.’
‘It allowed Bismarck to create a war with Austria.’
‘The agreement over Schleswig-Holstein gave Bismarck opportunities to pick
a quarrel with Austria.’
‘It led to Prussia becoming the leading power in Germany.’
‘It allowed Bismarck to weaken Austria’s position in Germany.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It gave Bismarck opportunities to control events and cause wars.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

2(c) ‘The Franco-Prussian War was more important than the Austro-Prussian 10
War in bringing about German unification.’ How far do you agree with
this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The war with France was much more important. This was because
France was a massive obstacle on the way to unification. The last thing
France wanted was a more powerful Prussia and it would try and prevent it.
Bismarck decided that the only way to get rid of this French obstacle was to
go to war. Bismarck engineered a war over the Ems Telegram and defeated
France. The war united German states behind Prussia and this led to the
unification of Germany soon after the end of the war.’
OR
e.g. ‘The war with Austria was more important. Austria and Prussia were rivals
in Germany and the only way Bismarck was going to be able to unite
Germany under Prussia was to get Austria out of the way. After the war,
Austria had to agree to stay out of German affairs. This left things open for
Prussia. A North German Confederation was set up under the control of
Prussia. This was a huge stepping stone to a unified Germany and made it
inevitable.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The war with Austria meant Austria was no longer a rival to Prussia.’
‘The war with Austria led to the North German Confederation.’
‘After the war, Austria had to stay out of German affairs.’
‘The war with France united the German states under Prussia.’
‘The French defeat meant that France was not in a position to stop a
unification of Germany.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The war with France was far more important because it allowed
Bismarck to unify Germany.’

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Question Answer Marks

2(c) Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

3(a) Describe the work of missionaries in nineteenth-century Africa. 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘To convert Africans to Christianity.’


‘They explored and mapped Africa.’
‘They set up schools.’
‘Missionaries like Livingstone opposed slavery.’
‘They set up, and ran, missions.’
‘They brought medical care to Africans.’
‘They opposed some local African practices and beliefs.’

Level 0 No evidence submitted or response does not address the


question 0

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PUBLISHED

Question Answer Marks

3(b) Why was the Boxer Rising important for China? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘The Boxer Rising was important for China because it weakened the Qing
dynasty. The Empress had to agree to humiliating terms including foreign
legations having troops in Beijing and massive reparations being paid. The
dynasty limped on, but the country descended into disorder and the dynasty
was overthrown in 1911. The Boxer Rising and its defeat started this.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘It led to many Chinese cities being occupied by outside powers.’
‘It led to atrocities against the Chinese by occupying powers.’
‘China had to pay reparations.’
‘It saw the end of Western attempts to colonise China.’
‘It weakened the Qing dynasty.’
‘The Boxer Rising was important because it stood for anti-imperialism in
China.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was important for China because it meant so much at the time and
since then.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

3(c) Which was more beneficial for the local population, indirect rule in 10
Nigeria or assimilation in Senegal? Explain your answer.

Level 5 Explains with evaluation of ‘which was more beneficial’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The system of indirect rule in Nigeria did not really help the local people.
The traditional rulers and systems of government were kept simply to be used
for British interests and to enable the British to govern. The traditional chiefs
became stooges for the British and in many areas became despotic rulers.
The system excluded the local educated elite and just led to Britain exploiting
local resources. Britain had the real power and this left Nigeria subservient
and underdeveloped.’
OR
e.g. ‘The policy of assimilation in Senegal was not good for the local
population. This was because it involved imposing French culture on Africans.
The culture, language and way of dressing of France was imposed on
Senegal because of the belief that French civilisation was superior to African
civilisation. This meant that the local population lost their own traditions and
customs.’

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Question Answer Marks

3(c) Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Under indirect rule the tribal structures were kept as a way of allowing
the British to have the real power.’
‘I think the British system in Nigeria was better for the local people. This was
because they kept their traditional chiefs who were recognised by the British
and given respect.’
‘The local people welcomed indirect rule because it meant there was no
tampering with their values and traditions.’
‘The people in Nigeria were allowed to continue with their religion of Islam.’
‘The Emir’s rule was autocratic and often brutal.’
‘The system in Nigeria encouraged bribery and corruption.’
‘Indirect rule did nothing to train future local leaders.’
‘In Senegal, traditional rulers and traditions were ignored.’
‘In Senegal, all the power went to the colonisers and not the local people.’
‘The big advantage of assimilation was that some of the local people in
Senegal became French citizens.’
‘In Senegal, forced labour was used.’
‘Local people in Senegal were not allowed to form political parties.’
‘In Senegal, local traditions and customs were ignored.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The system in Nigeria was better and helped the local people more.’

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

4(a) What was ‘Weltpolitik’? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘The foreign policy of Germany.’


‘The policy of turning Germany into a global power.’
‘German imperialist foreign policy.’
‘The policy of Germany acquiring an empire.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

4(b) Why was Austria-Hungary interested in events in the Balkans? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘Austria was interested in events in the Balkans because there was a lot
of instability there due to nationalism. In 1908, Austria had annexed Bosnia
and Herzegovina and nationalist movements were determined to undo this by
terrorism and other methods. In 1914, Serb terrorists assassinated the
Austrian heir and Austria decided to use the opportunity to deal with Serbia
and crush Serb nationalism.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘Austria-Hungary was worried by the growing power of Serbia.’


‘Serbia wanted to unite Bosnia and Herzegovina into one Serbian nation.’
‘The Balkans were not stable and bordered the Austrian Empire.’
‘The Ottoman Empire was crumbling and this made Austria worried about
events in the Balkans.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was interested in these events because they affected Austria a lot.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

4(c) Which was more to blame for the arms race, Britain or Germany? 10
Explain your answer.

Level 5 Explains with evaluation of ‘which was more to blame’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Britain was more to blame because it was the first country to build a
dreadnought – a new battleship that was faster and more powerful than any
ship before. It made all other warships obsolete. It also built new battle
cruisers that were very fast. Building these ships meant that Germany had to
respond, otherwise it would be in great danger from British sea power. It built
some dreadnoughts and Britain responded by building more – 23 by 1914.
Britain started off the race and continued it.’
OR
e.g. ‘Germany was to blame. It had a new aggressive foreign policy because it
wanted to become a great power. This meant that it began to build up its
armed forces. It increased the size of its army and this forced countries like
France and Russia to increase the size of their armies as well. It also passed
naval laws as early as 1890 which were designed to make Germany’s navy
larger than Britain’s. This forced Britain to respond. Many countries in Europe
were worried about a new expanding and aggressive Germany.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Britain began building dreadnoughts in 1906.’


‘Germany started passing naval laws to expand its army in 1890.’
‘Britain and France forced each other to build more and more battleships.’
‘Britain’s dreadnoughts made all other warships obsolete.’
‘Germany increased the size of its army, forcing other countries to do the
same.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Both countries were to blame because they were both taking part in the
arms race.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

5(a) What territorial demands did Clemenceau make during the Paris Peace 4
Conference?

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘Alsace-Lorraine had to be returned to France.’


‘He wanted some of Germany’s colonies.’
‘The Saar Basin was to be given to France.’
‘He wanted the Rhineland to be an independent state to give France
protection from a German attack.’

Level 0 No evidence submitted or response does not address the


question 0

5(b) Why was the break-up of the Austro-Hungarian Empire confirmed in the 6
Treaty of St Germain?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘This happened because one of Wilson’s Fourteen Points was that the
peoples of the Austrian Empire should be given the opportunity for self-
determination. This meant people like the Czechs. This is why the states of
Czechoslovakia and Yugoslavia were created and Poland was re-created.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘This was because it was defeated in the war.’


‘The Austrians were not allowed to take part in the peace negotiations.’
‘It was one of Wilson’s Fourteen Points.’
‘The Empire had fallen apart in the war.’
‘This was a punishment for helping Germany to start the war.’
‘Austria was so comprehensively defeated in the war that it could not stop it.’
‘Towards the end of the war, parts of the Empire had declared independence.’
‘Allies had promised it to the minorities during the war.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was decided that this was the best thing to do to the Empire.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

5(c) Who had to compromise more during the peace negotiations in Paris, 10
Clemenceau or Lloyd George? Explain your answer.

Level 5 Explains with evaluation of ‘who had to compromise more’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Lloyd George did not have to compromise much. He got most of what he
wanted. He wanted to make sure that Germany was not weakened too much
because he wanted it as a trading partner for Britain. He was pleased that
Germany kept the Rhineland because this was where a lot of German
industry was and he wanted Germany to be able to afford to buy British
goods.’
OR
e.g. ‘Clemenceau had to compromise quite a lot. He wanted Germany to be
seriously weakened for a long time but he had to give up the idea of the
Rhineland becoming an independent state and the Saar Basin being given to
France. He would also have liked the reparations to have been much higher.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Lloyd George was able to gain colonies, thus expanding the British
Empire.’
‘Lloyd George had persuaded Clemenceau to moderate his approach towards
Germany.’
‘Lloyd George was pleased that Germany’s economy would be able to
contribute to British trading.’
‘Lloyd George felt that Germany would still be strong enough to stop the
spread of communism.’
‘Lloyd George was not happy that some German speaking areas were under
the rule of other countries.’
‘The reparations were higher than Lloyd George really wanted.’
‘Clemenceau failed to get a guarantee from Britain and the USA that they
would help if France was attacked.’
‘Clemenceau failed to get the Rhineland taken away from Germany.’
‘Clemenceau got Alsace-Lorraine returned to France.’
‘Clemenceau got the size of Germany’s armed forces drastically reduced.’

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Question Answer Marks

5(c) Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Treaty was a compromise which neither was totally satisfied with.’

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

6(a) Describe the events in February and March of 1938 that led to 4
Anschluss.

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘Hitler and Schuschnigg met in February to discuss claims that the
Austrian government was persecuting Austrian Nazis.’
‘In February, Hitler forced Schuschnigg to appoint Seyss-Inquart, an Austrian
Nazi, as a minister in the government.’
‘There were riots by Austrian Nazis in Austria.’
‘Schuschnigg decided to hold a plebiscite on Austrian independence in
March.’
‘Hitler demanded that Seyss-Inquart replace Schuschnigg as Chancellor.’
‘Seyss-Inquart invited the German army into Austria to restore order.’
‘Hitler ordered the German army into Austria on 12th March.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

6(b) Why was involvement in the Spanish Civil War of benefit to Hitler? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘German involvement in the Spanish Civil War helped Hitler because it
helped him draw Italy closer to him. Italy was also involved in the Civil War
and so they could act together. This helped Hitler because he was keen to
draw Italy away from Britain and France. Hitler was successful because in
1937 the Rome-Berlin Axis was formed.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘If Franco won, then Hitler hoped that Spain would be an ally of
Germany.’
‘Germany’s air force, the Luftwaffe, could be tested.’
‘Hitler could use it as a dress rehearsal for a European war.’
‘It would draw Italy closer to Germany.’
‘War in Spain would distract from what Hitler was up to in central Europe.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Hitler thought that being involved in the Spanish Civil War would help
make Germany stronger.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

6(c) ‘Hitler agreed the Nazi-Soviet Pact in order to avoid war against the 10
Soviet Union.’ How far do you agree with this statement? Explain your
answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I do not agree with that at all. Hitler always planned to invade the USSR
because of Lebensraum – eastward expansion. All that Hitler was doing was
postponing a war with Russia until later when Germany would be more ready
for it.’
OR
e.g. ‘Yes, he did this to avoid war with Russia. Hitler was keen to invade and
conquer Poland, but he was worried about Russia intervening and Germany
having to fight on two fronts – the First World War had shown how difficult this
was. The Pact allowed him to invade Poland without having to worry about
Russia.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘It meant Hitler could invade Poland without the Soviet Union declaring
war on Germany.’
‘The Pact let Russia invade Poland so Russia would not try and stop
Germany.’
‘It avoided a war with Russia and so meant that Germany would not have to
fight on two fronts.’
‘It postponed rather than avoided a war with Russia.’
‘Hitler was always going to invade the USSR for Lebensraum.’
‘No, Hitler simply wanted more time to prepare for an invasion of the USSR.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Hitler agreed to this because he did not want to fight a war against the
Soviet Union.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

7(a) What was the Truman Doctrine? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘It was an American policy of containment.’


‘It meant that the USA would help any country threatened by aggression.’
‘The USA sent military and economic aid to Greece which was under threat
from communism.’
‘It was to contain Soviet aggression.’
‘To defend free peoples from communist aggression.’

Level 0 No evidence submitted or response does not address the


question 0

7(b) Why was the failure of the Berlin Blockade important? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘This was very important because Stalin had introduced the Blockade to
force the US, France and Britain out of Berlin. They defeated it by using a
massive airlift to keep the people in Berlin supplied with essential goods. This
meant that Stalin failed and that the Western powers stayed in Berlin and that
Berlin stayed divided between the Soviet Union and the West.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘It meant that the Western powers stayed in Berlin.’


‘It meant that Berlin stayed divided.’
‘The failure meant that Europe would be divided for over 40 years.’
‘It meant that Stalin’s plan to take over Berlin would not happen.’
‘It led to the unification of the Western zones of Germany and the creation of
West Germany.’
‘It proved that America was prepared to act on containment.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was very important because it meant that Berlin was not going to be
blockaded.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

7(c) Was it surprising that Britain and the United States agreed at Yalta that 10
Eastern Europe should be a Soviet sphere of influence? Explain your
answer.

Level 5 Explains with evaluation of ‘was it surprising’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘This was not surprising at all. The Allies recognised that the Soviet Union
needed security, especially after Germany had invaded it. Stalin hoped that
this sphere of influence in Eastern Europe would mean a wall of countries that
were friendly to the Soviet Union and which would protect it from invasion in
the future. Britain and America probably thought that this would not lead to
complete Soviet domination of Eastern Europe because it was also agreed
that there would be free elections in these countries.’
OR
e.g. ‘I think this was very surprising, especially since both Churchill and
Roosevelt were very anti-Communist. Stalin wanted to go further than having
a sphere of influence and really wanted to control them. This was clear when
it was agreed that there would be Communists in the Polish government. It
also seemed to go against another agreement at Yalta – that there would be
free democratic elections in countries freed from Nazi control.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The communist ideology was expansionist and Stalin would want to
impose the Soviet system of government.’
‘It was a continuation of the wartime alliance and working together.’
‘It was reasonable for the Soviet Union to have some protection.’
‘Soviet help was needed in the war against Japan.’
‘Churchill and Roosevelt were both very anti-Communist.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was very surprising because Stalin could not be trusted.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

8(a) Describe MacArthur’s role in the Korean War. 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘He commanded the UN forces.’


‘He led an attack at Inchon, 200 miles behind enemy lines.’
‘He argued in support of using nuclear weapons against China.’
‘He wanted a much bigger war against China.’
‘He was trying to win public support in the US for his views about war with
China.’
‘He was communicating with foreign governments that he planned to expand
the war. This was not US policy.’

Level 0 No evidence submitted or response does not address the


question 0

8(b) Why did Kennedy go ahead with the Bay of Pigs invasion in 1961? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘The plan for the invasion was put together by President Eisenhower, but
when Kennedy became President in 1961 he decided to go ahead with the
plan to invade Cuba. This was because he thought that Castro was simply a
pawn of the Soviets. Castro had broken all ties with the USA and taken US
assets in Cuba. Kennedy thought that Castro was a Communist and a threat
to the US and Latin America.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘There was a plan in place ready to be used.’


‘Kennedy thought that Castro was a danger to the US.’
‘In 1960, Castro declared he was a Communist and an ally of the USSR.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘He did this because he thought the plan was a good idea and would help
America.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

8(c) ‘It was the United States’ strategy and tactics that led to its failure in 10
Vietnam.’ How far do you agree with this statement? Explain your
answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I agree with this. The USA was better armed and had more advanced
weapons, but none of this was much of an advantage in the type of guerrilla
war that the Vietcong and North Vietnamese fought. They mixed in with
ordinary villagers so that the Americans never knew who was an enemy
soldier. They also used small surprise hit and run attacks instead of big
battles. The Americans were not used to this and did not know how to
respond.’
OR
e.g. ‘I think this view is wrong. The real reason the Americans lost the war in
Vietnam was because the American public gradually turned against the war.
This was partly because of the number of American soldiers being killed and
incidents like the My Lai Massacre. Americans thought that the war would
never end and there were anti-war demonstrations all over the country.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘It tried to fight a conventional war.’


‘It could not deal with the guerrilla tactics used by the North Vietnamese and
Vietcong.’
‘The USA failed to win over the people of South Vietnam.’
‘There was too much opposition to the war in the USA itself.’
‘It was trying to support an unpopular regime in South Vietnam.’
‘The reason was the number of US casualties.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The USA failed because it did not fight the war as well as the other side
did.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

9(a) Describe the conduct of the German army as it advanced through 4


Belgium.

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘German troops terrorised Belgian civilians.’


‘Towns were burned and civilians shot.’
‘Men and boys were sent to Germany for forced labour.’
‘Homes were burned and looted.’

Level 0 No evidence submitted or response does not address the


question 0

9(b) Why did the introduction of trenches by both sides ensure the war 6
would not be over quickly?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘This happened because the trenches were much easier to defend than
attack. New weapons like the machine gun caused this. It would be mounted
in a concrete blockhouse and fired hundreds of rounds of ammunition a
minute. This meant that the trenches were very difficult to attack because
soldiers crossing No Man’s Land were mown down by the machine guns.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘Machine guns made the trenches difficult to attack.’


‘The trenches were heavily defended.’
‘To attack the trenches you had to cross No Man’s Land.’
‘The failure to push back the enemy at the Battle of Ypres meant that the war
became static.’
‘For much of the war tanks could not break through enemy trenches.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘This was because the trenches were strong and stopped either side from
winning.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

9(c) How far did the British Expeditionary Force (BEF) succeed in achieving 10
its aims? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The BEF did not really achieve its aims. It was sent when Belgium asked
for help against the German army. Its first battle was at Mons. It was heavily
outnumbered and outgunned and despite fighting bravely had to retreat. It
retreated to the River Marne near Paris. This meant the German army was
able to enter France and advance towards Paris. This meant the BEF had
failed.’
OR
e.g. ‘I think the BEF did achieve its aims. Its main aim was to slow down and
stop the German advance. It did this at the Battle of the Marne which ended
with the Germans having to retreat. This meant that Paris was saved and the
Schlieffen Plan had failed. The German advance was stopped, which was the
main aim of the BEF and the war developed into a static war rather than one
of rapid movement.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The BEF had to retreat at Mons.’


‘The BEF slowed the German advance at Mons.’
‘It failed to stop the German advance into France and towards Paris.’
‘It stopped the German advance at the Marne.’
‘It saved Paris.’
‘It ensured that the Schlieffen Plan did not work.’
‘It prevented a quick German victory.’
‘The French army was important in stopping the Germans in the Battle of the
Marne.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The BEF had a very difficult job to do and fought very bravely.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

10(a) What was the Hindenburg Line? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘It was a German defensive line.’


‘It was built by the Germans in the winter of 1916–17.’
‘In 1917, the Germans fell back to the line and used a scorched earth policy
as they retreated.’
‘It was broken by the Allies in 1918.’
‘It was built to give the Germans a defensive position because they were
losing so many men and weapons.’
‘It consisted of concrete bunkers, underground tunnels and rows of barbed
wire.’
‘It was meant to make an Allied advance impossible.’

Level 0 No evidence submitted or response does not address the


question 0

10(b) Why was a republic declared in Germany in November 1918? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘A republic was declared because Germany was in a dreadful state.


People were suffering from high prices and low wages. There was rationing
and shortages of food. The Kaiser was very unpopular and there were riots
and strikes in many cities across Germany with workers’ councils taking
control.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘This was because the Kaiser abdicated.’


‘Germany was in a desperate condition with high prices and strikes.’
‘There were mutinies at the naval bases of Kiel and Wilhelmshaven.’
‘There were riots across Germany.’
‘To try and restore law and order.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘A republic was declared because Germany was in dire trouble.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

10(c) How decisive was the American entry into the war in 1917? Explain your 10
answer.

Level 5 Explains with evaluation of ‘how decisive’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I do not think that the American entry was all that important. It certainly
did not change the outcome of the war. At first, American involvement was
very small. It helped the Allies deal with German mines in the North Sea and
sent some warships. However, by March 1918 only 300 000 American
soldiers had arrived and they did not have much impact at first.’
OR
e.g. ‘The American entry was decisive. The arrival of US soldiers was an
enormous psychological boost for the Allies. The Germans lost over a million
men in 1918 at the time when the Allies were gaining millions of US troops.
The American entry tilted the balance in favour of the Allies.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Large numbers of US troops did not arrive until 1918 when the war was
nearly over.’
‘The Americans did not play a major part in defeating the German offensive in
1918.’
‘The US Army did not win a big battle by itself.’
‘The arrival of the Americans provided a psychological boost for the Allies.’
‘The arrival of US troops meant the Allies were gaining men when the German
army was losing them.’
‘The Americans did help defeat the German offensive.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The American entry into the war was decisive and changed the direction
of events in the war.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

11(a) Describe the role of the SA in the Nazi Party during the 1920s. 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘It was the paramilitary wing of the Nazi Party.’


‘It was involved in street fighting.’
‘It took part in the Munich Putsch.’
‘It protected Nazi speakers at meetings.’
‘Members of the SA disrupted Communist meetings.’
‘They paraded through the streets before a speech by Hitler.’
‘Its members beat up political opponents.’

Level 0 No evidence submitted or response does not address the


question 0

11(b) Why was the Nazi Party able to attract increasing support in the early 6
1930s?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘This happened because of the Depression. This caused massive


unemployment and hardship in Germany in the early 1930s. The main political
parties like the Social Democrats were blamed for this and people began to
turn to the Nazis who had always criticised the Weimar Republic and its
governments. Hitler had always argued, for example, that Germany should
not have taken loans from the USA.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘The economic problems caused by the Depression helped the Nazis.’
‘High unemployment made people turn to the Nazis.’
‘Nazi propaganda run by Goebbels got its message across very effectively.’
‘Hitler was a very effective speaker.’
‘The Communists were seen by many Germans as dangerous
revolutionaries.’
‘The Nazis promised people what they wanted. For example, they promised to
help farmers.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was able to do this because the conditions were just right and
persuaded people that Germany needed the Nazis.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

11(c) ‘Hitler showed little leadership quality during the Munich Putsch.’ How 10
far do you agree with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I agree with this. It was a complete mess and badly led by Hitler. It does
not seem to have been planned properly. He had to force Kahr and Lossow to
promise to support him by waving a gun at them. The march through Munich
was done on the spur of the moment and they were easily defeated by the
government forces. Hitler fled and was later arrested. This shows that Hitler’s
planning was seriously flawed and led to the failure of the Putsch.’
OR
e.g. ‘Hitler did show leadership qualities several times. In the Beer Hall he
made a stunning speech which suddenly won the crowd over. He showed
similar qualities when he spoke during his trial. He presented himself as the
saviour of Germany and spread his ideas and beliefs. The light sentence he
received was almost a triumph for him. This showed his leadership skills in
using the trial as a platform for the future development of the Nazi Party.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘He ran away during the attempted Putsch.’


‘The whole event was badly planned.’
‘He lost the support of Kahr and Lossow.’
‘He thought leading politicians would support him, but they did not.’
‘He failed to get the support of the German army.’
‘He made an inspiring speech in the Beer Hall.’
‘He won support during his trial.’
‘He had chosen a good time for the Putsch – when Germany was suffering
from hyperinflation.’
‘The Putsch was well timed as Stresemann had called off passive resistance
in the Rhine.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think this is true. He did not do very well and it was a disaster.’

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Question Answer Marks

11(c) Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

12(a) Describe how the SS controlled German society. 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘The SS had powers to arrest people, interrogate them and search their
property.’
‘It ran the concentration camps where critics of Hitler were imprisoned.’
‘It turned Germany into a police state.’
‘It dealt with political enemies of Hitler.’
‘During Kristallnacht they attacked Jewish homes and shops.’

Level 0 No evidence submitted or response does not address the


question 0

12(b) Why was there some opposition to Nazi rule? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘There was some opposition to the Nazis because not all young people
were won over. Some of them found the Hitler Youth too regimented. The
Swing movement rebelled against Nazi control and listened to jazz music and
followed British fashion. With their long hair and dance bars they were
rebelling against Nazi regimentation.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘People rebelled because they wanted more freedom.’


‘Opposition to the Nazis grew in the latter parts of the war when people
became disillusioned.’
‘Some Germans disagreed with their policies towards Jews.’
‘Some churchmen opposed the Nazis because they thought their policies
were wrong and unchristian.’
‘Some groups were against the Nazis because they believed in democracy.’
‘Some people were against Hitler because they thought his foreign policies
were disastrous for Germany.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘The Nazis could not please all Germans and some were brave enough to
oppose them.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

12(c) ‘The Nazis’ economic policies were more effective than their use of the 10
mass media in winning the support of the German people.’ How far do
you agree with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think Nazi economic policies were more important. Unemployment was
greatly reduced through public works schemes such as building the Autobahn
and so many more people had jobs. This led to many working-class people
supporting the Nazis because their standard of living had gone up.’
OR
e.g. ‘I think that Nazi use of the mass media was more important in getting
people to support the Nazis. All radio stations were under Nazi control and
pumped out Nazi propaganda. Most people had radios and they were
broadcast into factories and cafes to get to as many people as possible.
There were Nazi posters everywhere supporting Nazi family values and other
Nazi ideas. Films and theatres were also used to get across Nazi ideas while
newspapers were censored to make sure that anti-Nazi ideas were never
heard. This led to support as German people were only hearing the Nazi
message.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Unemployment was reduced.’


‘Farmers were given a lot of help.’
‘Owners of small shops benefited from the closing of large department stores.’
‘Companies benefited from contracts for the rearmament programme and
made large profits.’
‘The Strength Through Joy programme won the support of some workers.’
‘Newspapers were censored to stop anti-Nazi ideas.’
‘The radio was controlled by the Nazis and sent out Nazi propaganda.’
‘Posters were put up everywhere to spread Nazi propaganda.’
‘Propaganda films were produced to indoctrinate people.’

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Question Answer Marks

12(c) Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think the mass media was far more successful at winning over the
German people because it was everywhere.’

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

13(a) What was Bloody Sunday? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘It was when Father Gapon led a peaceful demonstration in support of
reform.’
‘In 1905, demonstrators marched through St Petersburg.’
‘Demonstrators tried to deliver a petition to the Tsar.’
‘Protestors demanded better wages and shorter working hours.’
‘Soldiers opened fire on demonstrators in front of the Winter Palace.’
‘The events of Bloody Sunday made the Tsar very unpopular.’
‘Demonstrators were killed.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

13(b) Why was the Tsar’s decision in 1915 to take personal command of the 6
Russian army important?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘His decision to do this was important because it was a disaster. The war
against Germany was going badly and once the Tsar took command it meant
that every time something went wrong he would get the blame for it. The
situation in the war got worse and worse. Millions of Russian soldiers were
killed and by 1917 the war was having a disastrous effect on the Russian
economy with food shortages, strikes and demonstrations. The Tsar got the
blame for all this and the Duma appointed a Provisional Government to
replace the Tsar.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘This meant he got the blame for everything that went wrong in the war.’
‘This left the Tsarina to run the government, and she was unpopular.’
‘This left the Tsarina in charge and she was taking political advice from
Rasputin who was very unpopular.’
‘This meant he got the blame for food shortages, and demonstrations began.’
‘It led to the Duma appointing a Provisional Government.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘This mattered because he was in charge and so would be able to tell the
army what to do.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

13(c) ‘The 1905 Revolution led to a period of significant reform.’ How far do 10
you agree with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘There were reforms in agriculture, industry and education. Stolypin


created a peasants’ land bank so that they could buy more land and make
bigger farms. This led to an increase in agricultural productivity. There was
also an increase in industrial output. Another important reform was the
introduction of the Duma. This was an elected body to help the Tsar run the
country.’
OR
e.g. ‘This was not really a time of reform. The Tsar issued the ‘Fundamental
Laws’. These gave the Tsar a veto over laws, the power to appoint and
dismiss ministers, and to dissolve the Duma when he saw fit. This meant that
the two Dumas which met before 1914 achieved very little. He also had over
1000 critics hanged and he exiled 20 000. The Tsar was determined to stay in
control.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Stolypin introduced reforms in agriculture, creating the kulaks.’


‘Stolypin introduced health and insurance schemes for workers.’
‘Opposition was crushed by ‘Stolypin’s necktie’.’
‘The Fundamental Laws meant the early Dumas achieved very little.’
‘Peasants were helped to buy land.’
‘The death of Stolypin in 1911 was a serious setback for control and reform.’
‘Reforms led to the productivity of farms increasing.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘There appeared to be many reforms but they were not always as
important as they appeared.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

14(a) What were the ‘gulags’? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘They were labour camps.’


‘They were set up by Lenin and used a lot by Stalin.’
‘They were where criminals and political opponents were sent.’
‘The conditions were very harsh and many prisoners died.’
‘They were where kulaks were sent under Stalin.’
‘Many of them were in Siberia.’
‘They were a way of getting rid of political opponents.’

Level 0 No evidence submitted or response does not address the


question 0

14(b) Why did Stalin introduce the Great Purges in the mid-1930s? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘He did this to get rid of rivals in the Communist party. Stalin was
paranoid and saw enemies and rivals everywhere, especially within the party.
Most of the senior party leaders like Zinoviev and Kamenev were given show
trials and then executed. Many of the army leaders were also executed. Stalin
wanted to make sure there was nobody powerful enough to threaten his
position as leader.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘To get rid of rivals in the Communist party.’


‘To get rid of opposition.’
‘To blame others for economic failures.’
‘To provide slave labour for projects like gold-mining and canal-building.’
‘The murder of Kirov sparked them off.’
‘The show trials were used to turn the people against Stalin’s enemies.’
‘To deal with Trotsky and his supporters.’
‘To make sure the army and secret police were not a threat to him.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘He did this to make himself strong.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

14(c) ‘Stalin’s policy ideas explain why he, and not Trotsky, emerged as 10
leader of the USSR in the mid-1920s.’ How far do you agree with this
statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think Stalin’s ideas about policy were crucial. He wanted ‘Socialism in
one country’, which meant that Russia should focus on completing the
revolution in Russia. This included firmly establishing communist control.
Trotsky had different ideas. He wanted to focus on spreading the revolution
around the world. Stalin’s ideas were much more popular among the
communists who wanted to establish their power in the Soviet Union first. This
helped him beat Trotsky to the leadership.’
OR
e.g. ‘I think a more important reason was the personalities of the two men.
Trotsky assumed he would become leader after Lenin and did not do much to
win the leadership. He was arrogant and this made many in the party dislike
and mistrust him. On the other hand, Stalin worked quietly within the party
and hid his ambitions to be leader. He showed himself to be humble, but was
also cunning and working away to undermine Trotsky.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Party members preferred Stalin’s idea of ‘Socialism in one country’.


‘Party members preferred Stalin’s idea of getting rid of the NEP.’
‘Stalin was far more cunning and planned his takeover.’
‘Stalin was in a powerful position as General Secretary of the Party.’
‘Trotsky was arrogant and alienated many party members.’
‘Stalin arranged for Trotsky to miss Lenin’s funeral.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Stalin became leader because he was better than Trotsky.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

15(a) Who were Sacco and Vanzetti? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘They were Italian immigrants.’


‘They were anarchists.’
‘They were accused of armed robbery and murder.’
‘Public opinion was against them because of their political views and the fact
they were immigrants.’
‘Many witnesses said the two men were elsewhere at the time of the robbery.’
‘The judge was prejudiced against them and they were found guilty.’
‘There were protests against their conviction.’
‘They lost their appeal and were executed.’

Level 0 No evidence submitted or response does not address the


question 0

15(b) Why did many Americans disapprove of the ‘Roaring Twenties’? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘The glitz, glamour and fun of the ‘Roaring Twenties’ were enjoyed only
by a very small section of American society. They were usually young and rich
people living in the big cities. In small towns across the USA and in the
countryside people were not enjoying any of these things such as cocktails,
nightclubs and new fashions. They looked at the excesses of the ‘Roaring
Twenties’ and disapproved of what was happening because they could not
share in it at all.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘This was because they thought much of it was immoral such as short
skirts and kissing in films.’
‘They thought jazz music was corrupting.’
‘They disapproved of it all because they could not share in it.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They disapproved because they did not like what was going on in the
1920s.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

15(c) ‘Prohibition was introduced because some people believed drinking 10


alcohol caused poverty and neglect of families.’ How far do you agree
with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I agree with this. Many people thought that drinking alcohol was
damaging families. Men were spending too much money on drink and this
meant that there was not enough money to feed their families. It was thought
that the families were being neglected and were living in poverty.
Organisations were set up like the Anti-Saloon League to put pressure on the
government to ban alcohol.’
OR
e.g. ‘I think the main reason for prohibition was because many of the brewers
were German. The US had just fought a war against Germany and anything
German was unpopular. It was claimed that alcohol was linked to German
aggression and that it was anti-American to drink. Prohibition became patriotic
for many Americans.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘They believed men were spending their wages on drink and leaving their
families in poverty.’
‘Prohibition was introduced because many brewers were German in origin.’
‘It was introduced because of the work of pressure groups like the Anti-Saloon
League.’
‘It was believed that drinking led to ill health and crime.’
‘People believed that the grain should be used for making bread not alcohol.’
‘It was believed that alcohol stopped workers working hard and efficiently.’
‘It was introduced because politicians thought it would win them votes.’
‘Religious groups believed that alcohol was a threat to moral standards.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I agree with this. It was introduced to try and help families across
America.’

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Question Answer Marks

15(c) Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

16(a) What were the ‘Okies’? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘They were migrants from Oklahoma.’


‘They were migrants coming to California looking for work.’
‘They were people who were made poor by the Dust Bowl.’
‘They were looking for work as farm labourers.’
‘They were fleeing from the Great Plains.’
‘They worked on large farms in California and lived in shanty towns.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

16(b) Why was Roosevelt able to win over many voters during his 1932 6
election campaign?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘He was able to do this because of the Depression. This was affecting
people very badly with massive unemployment and homelessness. Roosevelt
gave people hope that these problems could be dealt with by promising a
‘new deal’ for the American people. He gave the impression that his
government would act immediately. This gave the poor hope that they would
get jobs and it reassured the middle classes who were worried that without
action the country could slide into revolution.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘He gave people hope that he would deal with the Depression.’
‘He promised a ‘new deal’.’
‘Hoover appeared not to care about how the people were suffering.’
‘Hoover had acted against the Depression too little, too late.’
‘Hoover got the army to forcefully clear the ‘Bonus Army’ away.’
‘Hoover was not prepared to spend enough government money to help people
in trouble.’
‘During the election campaign Roosevelt met thousands of voters.’
‘Roosevelt had no responsibility for the policies that brought about the
Depression.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘He did this because he ran a very good election campaign and
persuaded lots of people.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

16(c) How far were speculators on the stock market responsible for the 10
Depression? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Speculators were responsible for the Depression. They had bought
shares hoping to make a profit. This meant that share prices went up until
they were overvalued. When they started to go down speculators panicked
and sold their shares at massive losses. This caused banks to collapse which
then led to business failures and unemployment. So the speculators started it
all.’
OR
e.g. ‘There were problems with US industry before the Wall Street Crash and
these caused the Depression. Mass production had led to overproduction and
demand for goods fell. Factories could not sell their goods and began to make
people unemployed which made things worse because they did not have any
money to spend on goods.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Speculation led to shares being overpriced.’


‘Speculation led to the Wall Street Crash.’
‘Speculators caused the Depression by suddenly selling their shares.’
‘The banks were to blame for lending people so much money.’
‘The US economy was already in trouble.’
‘There was overproduction in many US industries.’
‘Farmers were in trouble because they were producing too much.’
‘Other countries were putting tariffs on US imports, thus reducing demand for
US goods.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think that unemployment was responsible for the Depression and all the
problems that people had.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

17(a) What actions by the Nationalists lost them support during the Second 4
World War?

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘They failed to react to the threat from Japan.’


‘For a long time Chiang Kai-shek refused to cooperate with the Communists
against the Japanese.’
‘They were corrupt and wasted a lot of the money they received from abroad.’
‘Their troops often mistreated the Chinese people.’

Level 0 No evidence submitted or response does not address the


question 0

17(b) Why were the Communists able to survive the five extermination 6
campaigns by the Nationalists?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘They were able to do this by going on the Long March. The Communists
were facing complete destruction from the million Nationalist troops. By
travelling 8000 miles they moved away from the threat from the KMT. They
were able to set up a strong base at Yenan where they were safe and could
recover their strength.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘They did this by the Long March.’


‘The Communist armies outmanoeuvred the Nationalist forces.’
‘They recovered and rebuilt in the north.’
‘They had a strong base at Yenan.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They were able to do this with a lot of determination and skill. They also
had some luck.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

17(c) ‘The Communists won the Civil War because of their tactics.’ How far do 10
you agree with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Tactics were very important to the Communists. They spent a lot of time
winning the support of the Chinese peasants by improving their lives. This
meant that they were able to use guerrilla tactics which were very successful
and which the Nationalists found difficult to cope with. They avoided a large
battle and picked off the Nationalist army bit by bit. They also disrupted the
supply route of the Nationalists.’
OR
e.g. ‘I think the Communists won because of the weaknesses of the KMT. The
Nationalists were corrupt and this lost them the support of the ordinary people
who thought they had failed to solve the economic problems of China. KMT
troops began to desert to the Communists taking supplies and weapons with
them.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘KMT troops deserted.’


‘The Nationalists were corrupt and this lost them support.’
‘The Nationalists lost the support of the USA.’
‘The Nationalists mistreated the peasants and lost their support.’
‘The Communists won the support of the peasants.’
‘The Communist guerrilla tactics worked very well.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘They won because they were much better at fighting.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

18(a) Describe the improvement in relations between China and the United 4
States in the early 1970s.

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘In 1971 Kissinger visited China to discuss a trade deal.’


‘The USA supported China joining the UN.’
‘In 1972 there was a trade agreement.’
‘In 1972 President Nixon visited China.’
‘The two countries signed the Shanghai Communique.’
‘The US recognised that Taiwan was part of China.’

Level 0 No evidence submitted or response does not address the


question 0

18(b) Why did China sign the Panchsheel Agreement of 1954? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘China signed this agreement because it wanted to get on with India
better. They had a number of disagreements over areas like South Tibet. The
agreement set up the 5 principles of co-existence like mutual respect to help
the two countries develop economic and security cooperation.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘To improve relations with India.’


‘To develop non-interference in each other’s internal affairs.’
‘To develop peaceful relations with other countries.’
‘To set up a code of conduct for newly independent countries.’
‘To develop its economic relations with India.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘China did this because it wanted to get on with India better.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

18(c) Which has been more important to China, Taiwan or Vietnam? Explain 10
your answer.

Level 5 Explains with evaluation of ‘which had been more important’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘Taiwan was much more important to China. This was because at the end
of the Civil War the KMT and millions of refugees fled there and prepared to
win China back. They received weapons and supplies from the USA. Chiang
declared that his government in Taiwan was the real government of China.
This meant that Taiwan remained as a constant threat to China and there was
the possibility of an invasion. However, as Communist China grew stronger
the threat from Taiwan grew weaker. But even today, Taiwan remains a
problem for China because it still claims to be the real state of China.’
OR
e.g. ‘Vietnam was more important to China because it hoped that it would take
on the Chinese version of communism and become like China. This would
make China stronger in the region and was one of the reasons why China
helped North Vietnam with weapons and supplies. China hoped that this
would reduce Soviet influence in the area. However, Vietnam continued to
have close relations with Russia and then invaded Cambodia. This made
Vietnam a constant threat to China.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘The government of Taiwan claimed to be the real government of China.’


‘There was a threat of invasion by Taiwan.’
‘Taiwan was backed by the USA.’
‘Taiwan’s government was recognised by many countries as the real
government of China.’
‘Vietnam was close to the USSR.’
‘Vietnam wanted to develop its own brand of communism, rather than
China’s.’
‘Vietnam invaded Cambodia in 1976.’
‘Vietnam signed a treaty of friendship with the Soviet Union.’
‘War with Vietnam broke out in 1979.’

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Question Answer Marks

18(c) Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think Taiwan was much more important because it was so close to
China.’

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

19(a) What was the Sabotage Act of 1962? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘It said strikes and trade union activity were types of sabotage.’
‘It meant that actions like going on strike could be punished by death.’
‘It increased the punishment for acts like trade union activity and writing
slogans on walls.’
‘The new law meant that people who were accused of things like going on
strike had to prove their innocence.’
‘Anti-government publications were heavily fined.’
‘It allowed the government to ban people and organisations.’
‘It allowed detention without trial.’
‘Its aim was to wipe out opposition to apartheid.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

19(b) Why did the South African government introduce the Group Areas Act of 6
1950?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘It introduced this Act to help achieve its aim of keeping white people and
black people separate. It divided South Africa into different racial areas where
only one race could live. This meant that people living in the wrong type of
area had to move, like the black people living in Sophiatown which became a
‘whites only’ area.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘It did this to keep the different races separate from each other.’
‘The government thought it was wrong for different races to be living together.’
‘The government thought that there were too many black people living in the
big cities.’
‘It was introduced to preserve the better and more developed areas for white
South Africans.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It did this because it thought it would help to achieve what the
government wanted in South Africa.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

19(c) ‘The Sharpeville Massacre was a turning point for South Africa.’ How far 10
do you agree with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think it was a turning point. Things would never be the same again. This
was because of the international reaction to the massacre. Many countries,
and the UN, condemned it and the UN passed Resolution 134 against it.
South Africa now became almost totally isolated in the world and stayed like
this until apartheid and minority rule were abolished.’
OR
e.g. ‘I do not think it was a turning point. It led to protests and demonstrations
throughout South Africa but these had existed before. Sharpeville took place
in 1960, but apartheid and minority rule lasted for more than another 30 years.
The South African government passed new laws to make itself and apartheid
even stronger, and a few years later Nelson Mandela was sent to prison for
life. Getting rid of apartheid was as far away as ever.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘It led to protests across South Africa.’


‘It led to international condemnation and protests.’
‘It led to South Africa being internationally isolated.’
‘It was condemned by the United Nations.’
‘The South African government introduced new laws to strengthen its
position.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think it was a turning point because it led to lots of changes in South
Africa.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

20(a) What was the Bureau of State Security (BOSS)? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘It was in charge of looking after state security.’


‘It was set up in 1969.’
‘It gathered intelligence.’
‘It worked closely with other minority regimes.’
‘It plotted against African regimes like the one in Zambia.’
‘It ordered assassinations.’
‘It was involved in Muldergate.’

Level 0 No evidence submitted or response does not address the


question 0

20(b) Why, from 1976, did the South African government claim to be giving 6
independence to the Bantustans?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘It did this because it hoped that it would make the government look like a
progressive regime that was giving black South Africans the right to govern
themselves. It claimed that this was what they had been asking for. Of course,
this was not really the case, they had been asking for the right to be involved
in the running of the whole of South Africa.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘To make it look as if black South Africans were able to govern
themselves.’
‘To make the government look as if it was progressive and helping black
South Africans.’
‘The leaders of these new states were willing to cooperate with the
government.’
‘Black South Africans in the new states lost their South African citizenship.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It thought that this idea would win them a lot of support.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

20(c) How effective were the government’s methods of suppression in the 10


period 1966 to 1980? Explain your answer.

Level 5 Explains with evaluation of ‘how effective’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘The methods of suppression were effective. They were a total onslaught
on opponents to the regime. They allowed the government to detain anyone it
thought might be a threat for any length of time. Convicted terrorists could be
given the death penalty. The government also banned all publications
supporting the ANC and set up its own radio station and TV company to pump
out propaganda. By 1980 the minority government was still in power,
opposition leaders were in prison, and for a time after 1966 opposition
declined. This shows its measures were effective.’
OR
e.g. ‘Its measures were not effective. This is shown by the fact that opposition
continued and even increased. There might have been a drop in opposition
for a time after 1966 but this did not last long. In 1976 the protests in Soweto
started. They then spread across the world. Many of the people involved were
school children and this meant that there was a new generation of protestors.
There were far too many of them for the government to deal with. In panic, the
government shot some of them and this led to condemnation around the
world. So, the suppression did not work.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Many opposition leaders were in prison.’


‘The government could imprison anyone it wanted for any length of time.’
‘There was a drop in opposition after 1966.’
‘In the early 1970s there was an upsurge in the number of strikes by black
South Africans.’
‘The Soweto protest showed that suppression was not working.’
‘Soweto sparked protests all over South Africa.’
‘The government’s violent reaction to the protest created condemnation
around the world.’

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Question Answer Marks

20(c) Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Its methods of suppression were not very effective at all and did not
solve its problems.’

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

21(a) Describe the USA’s role in the Yom Kippur War. 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘The USA sent military supplies and weapons for Israel to use.’
‘President Nixon refused to support a ceasefire until Israel had won back its
lost territory.’
‘The USA cooperated with the USSR to bring about an end to the fighting.’
‘The Arab states stopped supplies of oil to the USA.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

21(b) Why was the Yom Kippur War important to the Arabs? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘The Yom Kippur War was important to the Arabs because it made Israel
understand that it could not get permanent security just by military victories. It
had won a series of wars and yet, in 1973, the Arab countries still attacked
and breached its defences. This made it move towards looking for a
diplomatic solution and led to a peace process and the Camp David Accords
of 1978. This showed the Arab countries that something could be achieved
through diplomacy.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘The oil embargo was an important weapon for Arab states.’
‘They had made advances on the Golan Heights and the Suez Canal.’
‘They had shown that Israeli defences could be beaten.’
‘It made Israel realise that it needed a diplomatic solution.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was important to them because it meant that they were able to achieve
some of their aims.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

21(c) ‘The Arab states were to blame for the Six-Day War.’ How far do you 10
agree with this statement? Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘I think the Arab states were to blame. Their actions forced Israel to act
first because it became aware of what the Arab countries were planning. Syria
had been threatening a war and had been supporting PLO raids against
Israel. Egypt and Syria signed a mutual defence pact in 1966 and in 1967
Jordan signed. So it looked as if the Arab countries were getting ready to
attack, making Israel think that it had to act first.’
OR
e.g. ‘I think this is wrong because it was Israel that attacked first. It launched
air strikes at Egyptian, Syrian and Jordanian airfields. These attacks
completely destroyed the air forces of these countries. This meant that Israel
had control of the air in the war. Israel had already mobilised its armed forces
and then moved its forces into Sinai. All these moves show that Israel was to
blame.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Egypt, Syria and Jordan had signed a defence pact.’


‘Syria had been threatening a war.’
‘Nasser felt he should be leading the Arabs against Israel.’
‘Nasser announced the Straits of Tiran would be closed to Israeli ships.’
‘Egypt mobilised its army on its border with Israel.’
‘Israel launched air attacks on Arab airfields.’
‘There were large-scale Israeli troop movements near its border with Syria.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I think they were to blame because they started it all.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

22(a) What is the West Bank? 4

Level 1 One mark for each relevant point; additional mark for supporting
detail 1–4

e.g. ‘It is land on the west side of the Jordan River.’


‘It is occupied by Israel.’
‘Part of it is run by the Palestinian National Authority.’
‘Part of it is controlled by Israel.’
‘It has been occupied by Israel since the Six-Day War of 1967.’
‘It contains Israeli settlements which are generally regarded as illegal.’

Level 0 No evidence submitted or response does not address the


question 0

22(b) Why did the emergence of Hamas make a peace settlement with Israel 6
less likely?

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5


(Four marks for one explanation, five marks for full explanation)

e.g. ‘This was because, when it emerged in 1987, it announced that its aim
was to liberate Palestine from Israeli occupation and to start an Islamic state
in the area that was Israel and the West Bank. Hamas has refused to
renounce violent methods and has killed Israeli civilians, including suicide
bombings. This has made any peace settlement with Israel much harder to
achieve.’

Level 2 Identifies AND/OR describes reasons 2–3


(One mark for each identification/description)

e.g. ‘Hamas used violent methods.’


‘Hamas wanted to establish an Islamic state where Israel is.’
‘Hamas and Israel have been involved in lots of violence against each other.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Hamas was very unpopular with Israel and so it was bound to make
peace less likely.’

Level 0 No evidence submitted or response does not address the


question 0

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Question Answer Marks

22(c) How far have the Likud and Labor parties agreed over Palestine? 10
Explain your answer.

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

A L4 answer will have a minimum of three explanations (2 on one side; 1 on


the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument
cannot be awarded more than 8.

Level 3 One-sided explanation OR one explanation of both sides 5 to 6


marks 4–6

More detailed explanation of one issue to be given two marks.

e.g. ‘They have agreed over the basic points and have both taken a hard line
with Palestinians and Arab countries. They both disagree with the idea of
Palestinian self-determination and are both against a setting up of an
independent Palestinian state. For a long time they both agreed not to
negotiate with the PLO.’
OR
e.g. ‘I think they have disagreed over lots of things. In the 1990s, Likud
supported the expansion of Jewish settlements in the occupied territories and
the idea of a ‘Greater Israel’. Labor has been keener to find a peaceful
settlement with the Palestinians. Also, they disagreed over the future of
Jerusalem.’

Level 2 Identifies AND/OR describes 2–3

One mark for each point.

e.g. ‘Likud refuses to give up Israel’s sovereignty over the West Bank and
Gaza.’
‘Labor has been more willing to negotiate with the Palestinians.’
‘Labor has been keen on the issue of Palestinian autonomy.’
‘Likud supports Jewish settlements in the occupied territories.’
‘For a time they both refused to negotiate with the PLO.’
‘They both disagree with the idea of an independent Palestinian state.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘I do not think they have agreed much. They have lots of disagreements
over it.’

Level 0 No evidence submitted or response does not address the


question 0

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Cambridge IGCSE™

HISTORY 0470/21
Paper 2 May/June 2022

2 hours

You must answer on the enclosed answer booklet.


* 7 8 6 3 3 1 7 6 2 5 *

You will need: Answer booklet (enclosed)

INSTRUCTIONS
● Answer all the questions on one option only.
Option A: Nineteenth century topic
Option B: Twentieth century topic
● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.

INFORMATION
● The total mark for this paper is 50.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 12 pages. Any blank pages are indicated.

DC (JP/CT) 304185/2
© UCLES 2022 [Turn over
2

Option A: Nineteenth century topic

WAS THE KU KLUX KLAN’S MAIN PURPOSE TO DEFEAT THE REPUBLICAN PARTY?

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

Background Information

There has been much discussion of the main aims of the Ku Klux Klan. Some contemporaries and
historians have emphasised that it wanted to intimidate voters who supported the Republican Party.
It wanted to defeat the Republicans in elections and achieve conservative Democratic control of the
southern states. However, few Democrats were willing to admit the Klan’s political character and
purpose. Others have argued that its main aim was to oppose Reconstruction and that it was a reaction
to poor government, crime and chaos during that period. Some have suggested that the emergence of
the Klan was based on a deep fear of black people and their newly gained rights. They have pointed
to a desire to destroy the cultural, economic and social independence that ex-slaves had gained with
emancipation.

How far was the Ku Klux Klan’s main purpose a party political one – to defeat Republicans?

SOURCE A

In 1866 General Nathan Bedford Forrest founded the Ku Klux Klan in Tennessee as a ‘social club’. By
1868 it had evolved into a hooded terrorist organisation that its members called ‘The Invisible Empire
of the South’. Forrest was its first leader or ‘Grand Wizard’. White Southerners from all classes joined
the Klan’s ranks. In the name of preserving law and order in a white-dominated society, Klansmen
punished newly freed ex-slaves for a variety of reasons, including behaving in an ‘impudent’ manner
towards white people. They whipped the teachers of freedmen’s schools and burnt their schoolhouses.
But first and foremost, the Klan sought to do away with Republican influence in the South by terrorising
and murdering its party leaders and all those who voted for it. In the time leading up to the 1868
presidential election, the Klan’s activities picked up in speed and brutality. In 1871 Congress passed
the Ku Klux Klan Act, which allowed the government to act against terrorist organisations. But with the
overwhelming support for the Klan in the South, convictions were difficult to obtain.

From a recent history book.

SOURCE B

The Klan, a white supremacist group, was founded by Confederate army veterans in Pulaski,
Tennessee in December 1865. Dressed up in scary costumes with hoods, they rode about at night
threatening and frightening black people. They demanded that black people either vote Democrat or
not at all. The Klan loved weird titles, and a former Confederate general, Nathan Bedford Forrest, is
said to have been for a time the Klan’s leader as Grand Wizard. The Klan’s main aim was to keep
black people down and white supremacy intact, and it committed dreadful crimes against them. It also
worked to restrict the black labouring class by attacking their attempts to be economically independent.
Any white people who purchased cotton from black farmers were threatened, beaten and killed. Black
churches, as well as schools established by the Freedmen’s Bureau, were also attacked. The Klan
faded away in the 1870s after the federal government had taken action.

From a recent history book.

© UCLES 2022 0470/21/M/J/22


3

SOURCE C

A cartoon that appeared in the Independent Monitor newspaper of Tuscaloosa,


Alabama, 1 September 1868. The caption read, ‘Hang dogs hang! Stand fast, to
their hanging! The above represents the fate in store for those great pests of
Southern society – the carpet-bagger and the scalawag – if found in Dixie’s land
after the break of day on 4th of March.’ 4 March 1869 was the day Democrats
hoped Horatio Seymour would become President. Dixie was a nickname for the South.

SOURCE D

The main cause of the existence of the Ku Klux Klan is the Union Leagues. These were composed of
black men, with a sprinkling of white people. They had political and criminal aims. They were organised
for the purpose of committing crimes upon white people. During the process of Reconstruction there
were no courts in the State of Alabama. Everything was chaotic. The Ku Klux Klan was organised
to counteract the aims and acts of the Union Leagues, and to punish crime where the laws failed
to provide justice. Under the Reconstruction measures there were a great many men who were not
capable of being judges or prosecutors. They were unfit to administer the laws.

R B Lindsay, Governor of Alabama, giving evidence to a Congressional Committee


investigating the Ku Klux Klan, 1871. Lindsay was a Democrat. Union Leagues were
men’s clubs set up to promote loyalty to the Union and support the Republican Party.

SOURCE E

There were numerous organisations of the Democratic Party known as the Ku Klux Klans whose aims
were to intimidate Republicans and prevent them from voting. These organisations were armed and
patrolled night and day, committing murders and outrages on Republicans. They produced such terror
among freedmen and others belonging to the Republican Party that it was unsafe to hold meetings. A
great many freedmen who desired to vote Republican were forced to vote Democrat by violence, fraud
and intimidation.

A Republican supporter giving evidence to a Congressional Committee


investigating the Ku Klux Klan, 1871.

© UCLES 2022 0470/21/M/J/22 [Turn over


4

SOURCE F

A cartoon published in an American magazine, October 1874.

SOURCE G

CHARACTER AND AIMS OF THE ORDER

This is an institution of Chivalry, Humanity, Mercy and Patriotism.

To protect the weak, the innocent and the defenceless, from the wrongs and outrages of the lawless,
the violent and the brutal.

Questions to be asked of candidates wanting to join the Ku Klux Klan.

Did you belong to the Federal Army during the late war?
Are you opposed to black equality?
Are you in favour of a white man’s government in this country?
Are you in favour of Constitutional liberty, and a government of fair laws instead of violence and
oppression?
Are you in favour of the return of the Southern people to all their rights, civil and political?

From the ‘Organisation and Principles of the Ku Klux Klan’, 1868.

© UCLES 2022 0470/21/M/J/22


5

SOURCE H

The Klan came to my brother’s door and spoke in an outlandish tone, which I had heard they generally
used at a black man’s house. They said, ‘Where’s Elias?’ My brother’s wife said, ‘He lives across
the yard.’ They carried me into the yard and said, ‘Who burned our houses?’ I told them it was not
me. I could not burn houses. They said, ‘Haven’t you been preaching against the Ku Klux? Doesn’t
a Republican Party newspaper come to your house?’ One had a horsewhip and he struck me eight
times on my hip bone. One of them took a strap and buckled it around my neck and said, ‘Let’s take
him to the river and drown him.’ One of them told my sister-in-law to pick me up. As she stooped down
one of them struck her with a strap. Then they said, ‘Will you put a card in the paper to renounce all
republicanism?’ They said if I did not they would come back the next week and kill me.

Evidence given by Elias Hill to a committee of the Senate that was investigating the
situation in North Carolina, 1871. Hill was an ex-slave and was crippled in both
legs and arms. He taught black children to read and write and was a leading figure
in the local black community.

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

1 Study Sources A and B.

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

2 Study Source C.

Why was this cartoon published in 1868? Explain your answer using details of the source and
your knowledge. [8]

3 Study Sources D and E.

Does Source D mean that Source E cannot be believed? Explain your answer using details of the
sources and your knowledge. [8]

4 Study Source F.

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

5 Study Sources G and H.

Does Source G make Source H surprising? Explain your answer using details of the sources and
your knowledge. [7]

6 Study all the sources.

How far do these sources provide convincing evidence that the Ku Klux Klan’s main purpose was
to ensure the defeat of the Republicans? Use the sources to explain your answer. [12]
© UCLES 2022 0470/21/M/J/22 [Turn over
6

Option B: Twentieth century topic

COULD THE SOVIET UNION RELY ON THE POLISH AUTHORITIES TO DEAL WITH THE
PROTESTS AND STRIKES IN 1980-81?

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

Background Information

When the Solidarity movement emerged in Poland from the strikes and protests of 1980, the Soviet
Union had to decide whether or not to intervene. On previous occasions, such as the Hungarian
Revolution of 1956 and the Prague Spring in 1968, the Soviet Union had used armed forces. The
Soviet Union clearly wanted Solidarity to be suppressed, but could it depend on the Polish leadership
to do this? In September 1980, Edward Gierek was replaced as leader of Poland by Stanislaw Kania.
However, under pressure from the Soviet Union, Kania was replaced by General Jaruzelski in October
1981. All three leaders promised to deal with Poland’s problems and to suppress the protests.

Could the Soviet Union rely on the Polish leadership to deal with the situation?

SOURCE A

The Soviet Union is postponing as long as possible the agonising decision of whether or not to invade
Poland. To disguise their dilemma, however, the Soviets are stepping up the psychological pressure
on Poland. Parallels between Poland in 1981 and Czechoslovakia in 1968 were drawn this week by
Brezhnev. The military preparations have included mobilisation of Warsaw Pact forces on the Polish
borders and three-week-long Warsaw Pact manoeuvres in and around Poland.

Meanwhile, Soviet diplomatic moves toward the West include the first indication of an interest in
reductions in medium-range weapons. This can be interpreted in different ways. The Soviets may be
hiding their true intent of invading Poland behind a false arms-control smoke screen. The Kremlin
failed to stem democratisation in Poland last September. Since then Solidarity has become a mass
patriotic movement. The hard-line Polish Communists, whom Moscow might have used, have become
demoralised. The Soviet Union cannot now depend on the Polish security forces and Army to suppress
a Polish strike but would have to do the job itself.

From an article by an American journalist, 8 April 1981.

SOURCE B

We asked Kania whether the Party had a plan for an emergency situation in which an open threat
would arise to the people’s rule. He said that there is such a plan, and that they know who should be
arrested and how to use the army. We achieved complete understanding in evaluating the reasons for
the crisis and the seriousness of the counter-revolutionary threat. Kania carefully took down everything
we said. As far as Kania is concerned, he made a good impression on me and on other comrades who
took part in the negotiations. He is a serious and thoughtful person. It’s clear that he is a good political
leader; we will judge him only by his deeds.

Brezhnev reporting to the Soviet Politburo about a meeting with the Polish
leadership, 31 October 1980. The Politburo was the main policy-making body in the
Soviet Union.

© UCLES 2022 0470/21/M/J/22


7

SOURCE C

For a long time developments in Poland have caused anxiety and concern. Kania has failed to take
measures. When he took office we emphasised that it was necessary to launch a decisive attack on
counter-revolution. He agreed but then followed a policy of compromise. Kania has been the main
hindrance in the struggle for socialism. The question arose of restoring the leadership to a sound
position. The Poles put forward Jaruzelski. Change in the leadership is a positive fact.

The Party approved the actions of the Politburo relating to the crisis in Poland.

An evaluation of the situation in Poland by Brezhnev, given to the Congress of the


Soviet Communist Party, October 1981.

SOURCE D

Citizens of the People’s Republic of Poland! Today I address myself to you as a soldier and as the head
of the Polish government. I address you concerning extraordinarily important questions. Our homeland
is on the verge of collapse. The state structures no longer work. Our struggling economy is given
more shocks every day. Strikes and protests have become normal. It cannot be said that we didn’t
show moderation and patience – sometimes too much. We created a chance to deepen the system of
democracy and to widen the reforms but there was no leadership from Solidarity. Party members, you
must oppose propaganda which states that martial law was imposed from the outside. This offends us.
We made this decision, we accomplished it, and we are responsible for it.

Jaruzelski speaking on state radio and TV in the morning of 13 December 1981.

SOURCE E

A cartoon published in Britain, 14 December 1981. It shows Walesa, leader of Solidarity.

© UCLES 2022 0470/21/M/J/22 [Turn over


8

SOURCE F

Martial law in Poland has lasted a month. As Jaruzelski says, the counter-revolution is now crushed.
Relative stability has been introduced into the country. Jaruzelski can now take advantage of martial law
to carry out a sweeping purge of the Polish Communist Party. This might yield good results. One gets
the impression that Jaruzelski is very strong and is able, on most occasions, to find proper solutions. It
is good that he is studying the Hungarian experience in struggling against counter-revolution.

Brezhnev speaking at a meeting of the Soviet Politburo, 14 January 1982.

SOURCE G

A cartoon published in the USA, 1982. The figure in the cartoon is Jaruzelski.

© UCLES 2022 0470/21/M/J/22


9

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

1 Study Source A.

What impressions does this source give of the Soviets? Explain your answer using details of the
source. [7]

2 Study Sources B and C.

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

3 Study Source D.

Why did Jaruzelski make this speech in December 1981? Explain your answer using details of the
source and your knowledge. [8]

4 Study Source E.

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

5 Study Sources F and G.

How far does Source G prove that Brezhnev (Source F) was right? Explain your answer using
details of the sources and your knowledge. [7]

6 Study all the sources.

How far do these sources provide convincing evidence that the Polish leadership was able to deal
with the problems in Poland? Use the sources to explain your answer. [12]

© UCLES 2022 0470/21/M/J/22


10

BLANK PAGE

© UCLES 2022 0470/21/M/J/22


11

BLANK PAGE

© UCLES 2022 0470/21/M/J/22


12

BLANK PAGE

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

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

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

© UCLES 2022 0470/21/M/J/22


Cambridge IGCSE™

HISTORY 0470/21
Paper 2 May/June 2022
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 May/June 2022 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 10 printed pages.

© UCLES 2022 [Turn over


0470/21 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

© UCLES 2022 Page 2 of 10


0470/21 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

19th century topic

1 Study Sources A and B. How far do these two sources agree? Explain 7
your answer using details of the sources.

Level 4 Agreement and disagreement of detail or sub-messages 6–7

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

Agreements include:

Klan founded in Tennessee


Klan wore hoods
Klan wants white supremacy
Klan commits crimes/terrorises black people
The Government took action against the Klan
Forrest was the leader/Grand Wizard
Klan was anti-Republican
Klan attacked schools
There were schools for freedmen.

Disagreements include:

Founded in 1866 in A, in 1865 in B


Founded by Forrest in A, by Confederate army vets in B
Klan has lots of support in 1870s in A, fades away in 1870s in B (must include
1870s).

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

© UCLES 2022 Page 3 of 10


0470/21 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

2 Study Source C. Why was this cartoon published in 1868? Explain your 8
answer using details of the source and your knowledge.

Level 7 Explains purpose in context of 1868 8


Context must be the presidential election of 1868.

Level 6 Explains the purpose of the author 7


(Must have intended impact on audience)

Level 5 To threaten an appropriate target group that something nasty


will happen to them. 6
Must have threat and group that is targeted.

Level 4 Explains sub-message(s) as reason for publication 4–5

Level 3 Explains the context of 1868 as the reason for publication OR


undeveloped statement on threat/purpose 3

Level 2 Conveying information in the source given as reason for


publication or describes the context but not used as reason for
publication 2

Level 1 Description of the source 1

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

3 Study Sources D and E. Does Source D mean that Source E cannot be 8


believed? Explain your answer using details of the sources and your
knowledge.

Level 6 Compares the sources and evaluates one of them 7–8

Level 5 Evaluates E but no valid use of D 6

Level 4 Answers based on disagreements 4–5


i.e. based on favourable view of the Klan in D, critical view of the Klan in E.

Level 3 Answers based on agreements 3


e.g. No, it can be believed because in both they show there was disorder and
violence.

Level 2 Answers based on undeveloped provenance 2

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

Level 0 No evidence submitted or response does not address the


question 0

© UCLES 2022 Page 4 of 10


0470/21 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

4 Study Source F. What is the cartoonist’s message? Explain your answer 8


using details of the source and your knowledge.

Level 5 Explains cartoonist’s point of view 8


i.e. that the cartoonist is critical of the situation depicted, with support.

Level 4 Explains big message 6–7


i.e. that Reconstruction has failed to end white supremacy.

Level 3 Explains valid sub-message(s) OR unsupported point of view 3–5

Level 2 Misinterpretations 2
e.g. that black people were worse off when they were slaves.

Level 1 Surface description of cartoon/writing about the cartoon but no


message 1

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

5 Study Sources G. and H. Does Source G make Source H surprising? 7


Explain your answer using details of the sources and your knowledge.

Level 7 Compares the sources, and uses other source(s) or contextual


knowledge to explain why not surprised 7

Level 6 Uses content of Source H only, and evaluates it to judge


surprised/not 6

Level 5 Compares the sources to explain surprised AND not surprised 5

Level 4 Compares the sources to explain surprised OR not surprised 4

Level 3 Valid comparison of the sources but fails to state if surprised or


not surprised OR explanation based on unhistorical reasoning 3

Level 2 Identifies what is/is not surprising in H but no valid explanation 2

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

Level 0 No evidence submitted or response does not address the


question 0

© UCLES 2022 Page 5 of 10


0470/21 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

6 Study all the sources. How far do these sources provide convincing 12
evidence that the Ku Klux Klan’s main purpose was to ensure the defeat
of the Republicans? 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.

Agree (): A, B, C, D, E, H

Disagree (x): A, B, C, D, F, G, 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 No evidence submitted or response does not address the


question 0

© UCLES 2022 Page 6 of 10


0470/21 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

20th century topic

1 Study Source A. What impressions does this source give of the Soviets? 7
Explain your answer using details of the source.

Level 4 Valid impressions supported from the source 6–7


These need to be on the nature of the Soviets, i.e. on what kind of people
they were, and will be critical, e.g. dishonest, manipulative, indecisive,
bullying, bad/nasty, threatening, weak, ineffective.

Level 3 Valid impressions not supported 4–5

Level 2 Selects valid points about Soviets but falls short of impressions
2–3
e.g. They failed to stop democracy growing in Poland

Level 1 Copies/paraphrases parts of the source 1

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

2 Study Sources B and C. Does Source B make Source C surprising? 8


Explain your answer using details of the sources and your knowledge.

Level 6 Compares the sources for disagreement but concludes not


surprised, because of the changes that occurred during 1980–81
(examples must be given) OR because Brezhnev in Source C would
want to justify himself/avoid blame 7–8

Level 5 Answers based on evaluating the content of Source C, but no


comparison with B 6

Level 4 Uses differences between the two sources to argue B does make
C surprising/not surprising OR compares for difference but concludes
not surprising because Kania has actually failed (i.e. answer completely
internal to Sources B and C) 4–5

Level 3 Uses similarities between the two sources to argue not


surprising 3
e.g. Not surprising because the sources both say that Kania had agreed to
deal with the situation in Poland.

Level 2 Answers based on undeveloped provenance OR identifies


material in C that is/is not surprising but no valid explanation OR
assertions about Source C 2

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

Level 0 No evidence submitted or response does not address the


question 0

© UCLES 2022 Page 7 of 10


0470/21 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

3 Study Source D. Why did Jaruzelski make this speech in December 8


1981? Explain your answer using details of the source and your
knowledge.

Level 7 Explains purpose in context of December 1981 8


The context must be imposition of martial law.

Level 6 Explains the purpose of the author (must have intended impact
on audience) 7

Level 5 Explains big message as the reason 6


i.e. To justify/defend imposition of martial law/explain that martial law was
necessary.

Level 4 Explains sub-message(s) as the reason 4–5


e.g. to tell people that Solidarity was to blame for Poland’s problems.

Level 3 Explains the context of December 1981 as the reason 3


(This can be more generalised than the specific point about martial law)
OR Assertions of purpose.

Level 2 Conveying information in the source which could be a reason or


describes the context, but not used as the reason 2

Level 1 Paraphrase/copying of the source 1

Level 0 No evidence submitted or response does not address the


question 0

Question Answer Marks

4 Study Source E. What is the cartoonist's message? Explain your answer 8


using details of the source and your knowledge.

Level 5 Explains cartoonist’s point of view 8


e.g. condemning the Polish government/Soviets, supporting
Walesa/Solidarity.

Level 4 Explains big message 6–7


i.e. Things are bad at the moment (Walesa imprisoned), but they will
eventually get better (light through the window).

Level 3 Explains valid sub-messages 3–5


e.g. Walesa finished, freedom gone for Poland, Solidarity will rise again.
OR Unsupported points of view

Level 2 Misinterprets the cartoon 2


e.g. It’s a good thing that Walesa has been locked up.

Level 1 Surface description of cartoon 1

Level 0 No evidence submitted or response does not address the


question 0

© UCLES 2022 Page 8 of 10


0470/21 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

5 Study Sources F and G. How far does Source G prove that Brezhnev 7
(Source F) was right? Explain your answer using details of the sources
and your knowledge.

Level 6 Compares sources for disagreement (L4) and evaluates one to


determine whether Brezhnev was right 7
(If the comparison is at L3, and F then evaluated, then award L5.)

Level 5 Evaluates Source F, but no comparison with Source G 6


e.g. No, he’s wrong in Source F when he says the counter-revolution was
crushed, because Solidarity eventually recovered and eventually overthrew
communism in Poland.

Level 4 Answers based on comparison of F and G for disagreement 4–5

Level 3 Yes, he’s right, based on comparison of F and G for agreement 3


i.e. based on misinterpretation of G as showing Jaruzelski as succeeding

Level 2 Undeveloped provenance OR assertions about Source F OR


comparison but no mention of proof 2

Level 1 Unfocused writing about the source(s) 1

Level 0 No evidence submitted or response does not address the


question 0

© UCLES 2022 Page 9 of 10


0470/21 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

6 Study all the sources. How far do these sources provide convincing 12
evidence that the Polish leadership was able to deal with the problems
in Poland? 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.

Agree (): B, C, D, E, F

Disagree (x): A, C, D, G

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 No evidence submitted or response does not address the


question 0

© UCLES 2022 Page 10 of 10



Cambridge IGCSE

HISTORY 0470/41
Paper 4 Alternative to Coursework May/June 2022
1 hour

You must answer on the enclosed answer booklet.

You will need: Answer booklet (enclosed)


*2034020211*

INSTRUCTIONS
• Answer one question from your chosen Depth Study.
• Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.

INFORMATION
• The total mark for this paper is 40.
• The number of marks for each question or part question is shown in brackets [ ].

This document has 4 pages. Any blank pages are indicated.

06_0470_41_2022_1.7
© UCLES 2022 [Turn over
2

Answer one question from your chosen Depth Study.

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

1 How important was the British Expeditionary Force (BEF) in the early stages of the war on the
Western Front? Explain your answer. [40]

2 How significant were British naval operations to the outcome of the war? Explain your answer.
[40]

DEPTH STUDY B: GERMANY, 1918–45

3 How important was the Kapp Putsch in the development of Weimar Germany to 1923? Explain
your answer. [40]

4 How significant was the use of concentration camps in dealing with opposition to Nazi rule after
1933? Explain your answer. [40]

DEPTH STUDY C: RUSSIA, 1905–41

5 How important was Russification as an aspect of Tsarist rule in Russia up to 1914? Explain your
answer. [40]

6 How significant were factions in the Communist Party as a reason for Stalin’s purges in the 1930s?
Explain your answer. [40]

DEPTH STUDY D: THE UNITED STATES, 1919–41

7 How important was overproduction as a reason for the problems faced by agriculture and older
industries in the USA in the 1920s? Explain your answer. [40]

8 How significant were bribery and corruption as reasons why Prohibition failed by 1933? Explain
your answer. [40]

DEPTH STUDY E: CHINA, c.1930–c.1990

9 How important was Mao’s leadership as a reason for the Communist victory in 1949? Explain your
answer. [40]

10 How significant was propaganda in enabling Mao to establish Communist rule in China after 1949?
Explain your answer. [40]

© UCLES 2022 06_0470_41_2022_1.7


3

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

11 How important were government limitations on travel in maintaining segregation between the races
in South Africa before 1948? Explain your answer. [40]

12 How significant was the growth in Black Consciousness in weakening the system of apartheid in
South Africa? Explain your answer. [40]

DEPTH STUDY G: ISRAELIS AND PALESTINIANS SINCE 1945

13 How important was the British mandate as a factor that shaped events in Palestine, 1945-49?
Explain your answer. [40]

14 How significant was Hamas in increasing tensions between Israelis and Palestinians? Explain your
answer. [40]

© UCLES 2022 06_0470_41_2022_1.7


4

BLANK PAGE

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

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

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

© UCLES 2022 06_0470_41_2022_1.7


Cambridge IGCSE™

HISTORY 0470/41
Paper 4 Alternative to Coursework May/June 2022
MARK SCHEME
Maximum Mark: 40

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 May/June 2022 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 11 printed pages.

© UCLES 2022 [Turn over


0470/41 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

© UCLES 2022 Page 2 of 11


0470/41 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

Assessment Objectives 1 and 2

Level 5 [33–40]

Candidates:
 Produce well-balanced and well-developed explanations that directly assess
importance/significance to reach substantial judgements and conclusions.
 Select, organise and deploy effectively and relevantly a wide range of in-depth contextual
knowledge to support explanations and conclusions.
 Demonstrate a strong understanding of the key features, reasons, results and changes of
societies, events, people and situations relevant to the question.
 Produce well developed, well-reasoned and well supported judgements/conclusions.
 Write with precision and succinctness, showing explicit structure and focus.

Level 4 [25–32]

Candidates:
 Produce well-balanced and partially developed explanations that assess
importance/significance, although some of these may be implicit, to reach partially
substantiated judgements and conclusions.
 Select, organise and deploy effectively and relevantly contextual knowledge to support
explanations and conclusions that will demonstrate some range and depth.
 Demonstrate a sound understanding of the significance of the key features, reasons, results
and changes of societies, events, people and situations relevant to the question.
 Produce partially developed and partially supported judgements/conclusions.
 Write with precision and succinctness, showing structure and focus.

Level 3 [17–24]

Candidates:
 Produce balanced and developed descriptions that explicitly address the question OR produce
one-sided, well-developed explanations that assess importance/significance.
 Select, organise and deploy relevantly appropriate contextual knowledge to support
descriptions/explanations and that will demonstrate some range and/or depth.
 Demonstrate some understanding of the key features, reasons, results and changes of
societies, events, people and situations relevant to the question.
 Produce unsupported judgements/conclusions.
 Write with some precision and succinctness and focus.

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Question Answer Marks

Level 2 [9–16]

Candidates:
 Produce balanced but limited descriptions that lack scope/focus/supporting material OR
produce one-sided descriptions that address the question. Responses may be narrative in
style.
 Select and organise limited contextual knowledge to support descriptions. This is only deployed
relevantly on a few occasions and will demonstrate limited range and depth.
 Demonstrate a limited understanding of the key features, reasons, results and changes of the
societies, events, people and situations relevant to the question.
 Attempt generalised conclusions but these are often asserted or undeveloped.
 Present work that lacks precision, succinctness and focus.

Level 1 [1–8]

Candidates:
 Produce balanced but limited descriptions that fail to properly address the question OR
produce responses in which the material cited is largely inaccurate or irrelevant. Responses
may be overly short.
 Demonstrate limited contextual knowledge that lacks range or depth or is only linked to the
general topic relating to the question.
 List a few key features, reasons, results, and changes of societies, events, people and
situations. The work contains some relevant material but this is not deployed appropriately.
 Attempt generalised conclusions but these are asserted, undeveloped and unsupported.
 Present work that shows little understanding or focus on the question.

Level 0 [0]

Candidates:
Submit no evidence or do not address the question.

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

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Question Answer Marks

1 How important was the British Expeditionary Force (BEF) in the early 40
stages of the war on the Western Front? Explain your answer.

Yes
BEF was a standing army of professional soldiers – about 120 000 in
September 1914; BEF sent in to stop German advance through Belgium
based on Treaty of London; Battle of Mons saw BEF fail to stop advance but
highly trained riflemen did slow them; Battle of Marne with the French saw
BEF push Germans back over the River Aisne and halt advance; forced
Germans to retreat and dig in; BEF along with French allies engaged in race
to the sea to stop Germans outflanking the Allies; Allies maintained control of
Channel ports; Battle of Ypres saw stalemate begin on the Western Front, etc.

No
BEF was relatively small in number at first compared to 1.5 million German
troops; unable to stop the advance without French help; more important: lack
of military tactics and poor leadership; new technology and weapons, e.g.
artillery and machine guns; Belgian resistance; French counter-offensives;
Russian mobilisation in 10 days as opposed to 6 weeks; failure of the
Schlieffen Plan; race to the sea and trench system, etc.

Question Answer Marks

2 How significant were British naval operations to the outcome of the 40


war? Explain your answer.

Yes
Royal Navy prioritised preserving supply lines to the British Isles; gaining
control of the North Sea and preventing German naval operations; 1914 Battle
of Heligoland Bight saw German losses; Battle of Falkland Islands saw
German losses – 1871 fatalities; Battle of Dogger Bank saw 950 casualties
and sinking of modern cruiser; Battle of Jutland saw both sides claim victory –
German losses = 11 ships and never risked a major sea battle again; British
blockade of German ports; Q ships and convoy system to counter submarine
warfare, etc.

No
Royal Navy saw losses at Battle of Coronel, 1914, and failed to prevent
shelling of the North East – Scarborough, Whitby and Hartlepool; Jutland saw
British lose 14 ships; unrestricted submarine warfare saw Britain lose 2.7
million tonnes of shipping by April 1917; more significant: US entry into the
war by 1917; German Homefront and shortages of food and fuel; German
Revolution; failure of Ludendorff Offensive; extent of German losses and
weaker allies; improved offensive tactics by the Allies, e.g. creeping barrage
and combined arms, etc.

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Question Answer Marks

3 How important was the Kapp Putsch in the development of Weimar 40


Germany to 1923? Explain your answer.

Yes
Kapp’s aim was to overthrow Weimar Republic and replace it with a
nationalist government; supported by German army who refused to fire on
Freikorps brigades; forced Weimar government to flee to Dresden; reaction to
military restrictions of Treaty of Versailles; government unable to restore law
and order using its own forces and relied on workers’ assistance in the form of
a general strike in Berlin; demonstrated right-wing support in Germany and
anti-Weimar feeling, etc.

No
More important: weaknesses of Weimar Constitution; stab in the back myth
after Armistice; November Criminals in Weimar government; impact of terms
of Treaty of Versailles led to widespread resentment; economic problems after
the war – unemployment, food shortages; extremist policies of left and right –
Spartacists and Munich Putsch; assassinations; Ruhr occupation;
hyperinflation, etc.

Question Answer Marks

4 How significant was the use of concentration camps in dealing with 40


opposition to Nazi rule after 1933? Explain your answer.

Yes
Large-scale prisons first set up in 1933 to deal with political opponents of the
Nazis such as communists, trade unionists and social democrats; other
groups considered undesirables were also sent there, e.g. tramps, beggars
and prostitutes; basic work conditions and harsh discipline; run by SA then
later SS; many deaths from beatings and executions; prisoners used as slave
labour in quarries, agriculture and forestry; created sense of fear in general
population; Gestapo and SS could send opponents to camps without trial;
some prisoners released to spread fear in population; first camp at Dachau
became model for further camps with 1.65 million sent to a camp between
1933 and 1945, etc.

No
More significant: use of SS and Gestapo under Himmler and Heydrich;
controlled all police and security organisations by 1936; SD and Gestapo
used to hunt out opponents effectively; Nazi courts and judges meant no rule
of law; increase of capital offences from 3 to 43 by 1943; informers used to
spy on local residents and inform Block Wardens of anti-Nazi behaviour;
failure to completely end organised opposition – youth opposition, churches,
underground left-wing movements, army and conservative resistance still
existed as did private grumblings; censorship of media, etc.

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Question Answer Marks

5 How important was Russification as an aspect of Tsarist rule in Russia 40


up to 1914? Explain your answer.

Yes
Over 200 different nationalities and ethnic groups in Russian Empire; diversity
in religion, language and culture; forced policy of Russification brought
widespread dissatisfaction; Finland and Poland demanded regional
independence; growth of nationalism; regions began to ignore Russification
policies and form opposition groups, etc.

No
More important: 1904–05 Russo-Japanese War saw military defeats and
socio-economic effects in cities and countryside; sparked off Bloody Sunday
incident; land issue for peasants remained unsolved – peasants demanded
more, better quality land to farm; development of industry led to rapid urban
growth – poor living and working conditions and low wages; formation of trade
unions and radical parties that represented workers; lack of middle-class
representation; failure of October Manifesto to deliver promised reforms;
Stolypin’s reforms targeted mainly agriculture; only kulaks benefitted; demand
for political reform and constitutionalism; 1905 Revolution – widespread
sporadic riots and uprisings; use of terror and force to crush opponents –
army and Okhrana unpopular; closure of Petrograd Soviet, etc.

Question Answer Marks

6 How significant were factions in the Communist Party as a reason for 40


Stalin’s purges in the 1930s? Explain your answer.

Yes
Some party officials like Radek were accused of anti-Soviet motives and
working with foreign governments to undermine Stalin; left-wing opponents
that had supported Trotsky’s idea of Permanent Revolution versus Stalin’s
idea of Socialism in one country were threatened; Zinoviev and Kamenev
accused of being Trotsky’s agents; right-wing opposition in Party targeted in
1938; Bukharin and Rykov denounced in purges as supporting the NEP and
being counterrevolutionaries; the ‘chistka’ of 1932–35 saw 20% of party
members expelled, etc.

No
More significant: removed opponents in the Red Army which had been
created by Trotsky; 3/5 marshals purged and 37 000 officers shot or arrested;
purge of secret police to ensure they posed no threat to Stalin including
Yagoda, Head of NKVD in 1938 who was shot; old enemies of communism
removed – kulaks, NEP men targeted as class enemies; created fear and
terror in general population to increase Stalin’s grip on power, etc.

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Question Answer Marks

7 How important was overproduction as a reason for the problems faced 40


by agriculture and older industries in the USA in the 1920s? Explain
your answer.

Yes
Traditional industries like coal and textiles were replaced by new industries
like oil, synthetic fabrics; overproduction meant lower wages, unemployment
and lack of spending power; up to 50% of families employed in agriculture and
older industries were left in relative poverty earning under $48 a week; tariffs
meant farmers could not export excess foodstuffs overseas; foreign
competition from Canadian wheat; small farmers, sharecroppers and migrant
labourers suffered the most as they lost their jobs and were evicted from their
homes, etc.

No
More important: demobilisation at the end of WWI; US imports to Europe no
longer needed for war effort (caused overproduction); failure of farmers to
diversify crops as food consumption patterns changed in 1920s; Prohibition
saw decreased demand for wheat and barley; fresh fruit and vegetables saw
higher demand; new machinery (also caused overproduction); Republican
policies offered little to no assistance – laissez faire attitudes; black
Americans, native Americans and new migrants most likely to face
discrimination and low pay, and primarily employed in agriculture and older
industries; women made up significant part of textile mill workforce, etc.

Question Answer Marks

8 How significant were bribery and corruption as reasons why Prohibition 40


failed by 1933? Explain your answer.

Yes
Bribery of local, state and national officials was rampant from gangsters and
crime lords; many officials continued to accept bribes and take part in illegal
activity; Prohibition Agents paid too little and exposed to bribery and
corruption; Al Capone in Chicago had police chiefs, Mayor and other
government officials on his payroll; judges, juries and officials bribed or
threatened – allowed criminal gangs to expand their activities; Prohibition had
promoted law breaking society, etc.

No
More significant: Prohibition only supported initially by a small majority in the
USA; unpopular in the cities; lack of government revenue from cereal farmers
and tax revenues from alcohol; gradual increase in criminal activity in cities –
speakeasies, moonshine, bootlegging, rum-running became widespread;
gang violence and murder – St Valentine’s Day Massacre in 1929;
government expenditure on Prohibition unsustainable; Depression forced
government to rethink Prohibition; increased political calls for repeal of
Prohibition from middle classes and pressure groups; consumption of alcohol
increased to pre-1919 levels by 1925 and with it alcohol-related crimes, health
issues and societal problems, etc.

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Question Answer Marks

9 How important was Mao’s leadership as a reason for the Communist 40


victory in 1949? Explain your answer.

Yes
Mao had his position secured as leader of CCP after Long March; the retreat
gained him the support of party members and rural peasantry; Mao used the
Yenan Settlement to indoctrinate his followers with Marxist ideology and
Maoist thought; taught his followers to focus on building up support with the
peasantry to make the CCP a party of the people; used the Yenan Settlement
to broadcast his message including overseas using foreign journalists to
spread his work and propagate KMT atrocities; Mao’s leadership focused on
guerrilla tactics during the Second World War and Civil War to great effect,
etc.

No
More important: Long March itself was a great propaganda story for the CCP
and gave the party time to rebuild and restructure; peasant support important
as it gave the CCP mass appeal in rural China; poor leadership and
corruption of Chiang Kai-Shek and Nationalist government during WWII;
hoarding of foreign loans and supplies; KMT focused their attacks on the
communists rather than the Japanese occupiers, causing resentment towards
the government and sympathy towards the CCP which saw membership rise
rapidly; CCP reforms in the countryside popular with the peasants and
targeted landlords; KMT seen as unpatriotic due to Western support; guerrilla
warfare proved effective against Japanese and KMT, etc.

Question Answer Marks

10 How significant was propaganda in enabling Mao to establish 40


Communist rule in China after 1949? Explain your answer.

Yes
Mao used mass media such as posters, loudspeakers, postcards and
newspapers to spread Maoist ideas and promote Cult of Personality;
propaganda promoted achievements of CCP and legitimised actions against
opponents; propaganda was simple and effective to communicate with many
illiterate peasants; commune system after 1958 allowed Mao to set up
schools and Party headquarters across rural China; children exposed to
Maoist propaganda and taught to worship Mao and fear Western ideas, etc.

No
More significant: use of persecution – landlords persecuted as a class enemy
in 1950 (1 million executed using Speak Bitterness Meetings and People’s
Courts); Hundred Flowers Campaign exposed Mao’s enemies among
professionals, intellectuals, artists and authors; Cultural Revolution allowed
Mao to radicalise and mobilise young Chinese in Red Guard using Little Red
Book; allowed Mao to remove political opposition in Party after Great Leap
Forward; millions of ordinary Chinese labelled as revisionists and beaten,
arrested, tortured or executed; many opponents sent to re-education camps;
censorship; control of art and culture; success of First Five-Year Plan and
initial agrarian reform in 1950, etc.

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Question Answer Marks

11 How important were government limitations on travel in maintaining 40


segregation between the races in South Africa before 1948? Explain
your answer.

Yes
Pass Laws severely restricted travel for black South Africans; all black males
over the age of 16 were obliged to carry a pass with their work and personal
details on it; police could stop and order them to present the pass at any time;
used by the authorities to monitor the movement of black South Africans;
white farmers used the passes to ensure black labourers completed their
contracts; passes used to ensure black people moved out of towns as soon
as their work was complete; deportation to a black reservation or jail sentence
for failure to produce a valid pass on demand, etc.

No
More important: political system removed voting rights for non-white people by
1936; Immorality Act made inter-racial intercourse illegal; land ownership –
black people allocated just 7% of arable land and by 1936 sharecropping was
banned; black people forbidden to rent or buy land outside of their
reservations; Native Urban Areas Act (1923) segregated housing in towns and
cities and provided for the building of black townships; colour bar in
employment extended to banning black strikes in mines and banning black
people from joining trade unions, etc.

Question Answer Marks

12 How significant was the growth in Black Consciousness in weakening 40


the system of apartheid in South Africa? Explain your answer.

Yes
Steve Biko founded the Black Consciousness Movement which was part of
the SASO which was set up in 1969; Black Consciousness promoted pride
and confidence in being black; refusal to rely on white people in the struggle
against apartheid; discovery of black history, culture and identity; Biko
regarded as dangerous by the authorities; Biko organised strikes at
universities; murdered by authorities when arrested which sparked riots and
international outrage; gave renewed hope and vigour to anti-apartheid
movement; Soweto riots inspired by Black Consciousness Movement, etc.

No
More significant: external opposition to apartheid from UN; 1967 Special
Committee on apartheid set up; 1973 UN called apartheid ‘a crime against
humanity’; Organisation for African Unity formed in South Africa’s
neighbouring countries which set up a Liberation Committee and trained
rebels; international sanctions – economic and sports; end of Cold War
changed South Africa’s world status and became less important to West as
anti-communist ally; Botha’s reforms – petty apartheid, constitutional reform,
relaxation of Pass Laws, education reform; led to black people demanding
greater freedoms and an end to white minority rule; roles of key individuals –
Slovo, Tambo, Tutu, de Klerk, Mandela and Buthelezi; 1980s and early 1990s
violence and economic downturn – led to almost civil war, etc.

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Question Answer Marks

13 How important was the British mandate as a factor that shaped events in 40
Palestine, 1945-49? Explain your answer.

Yes
British mandate offered conflicting promises to both Jews and Zionist settlers
after WWI; after WWII Britain attempted to keep hold of the mandate which
led to conflict on both sides; Britain’s attempt to limit Jewish immigration after
WWII, especially Holocaust survivors; Exodus incident captured by US media
and created greater international sympathy for Jewish cause; allow references
to Jewish Resistance movements in their fight against British mandate, etc.

No
More important: role of US and Truman – supported Jewish state with
pressure from Jewish lobby in Congress; military weapons and training of
Haganah; Jewish Resistance movements – terrorism, King David Hotel
bombing, attacks on British patrol boats by Haganah, Leh’i and Irgun; failure
of UNO partition plan; Muslim Arabs and later Turks had controlled Palestine
pre-1945 and viewed many places including Jerusalem as a holy site; Zionist
settlers also viewed Palestine as their historic and cultural homeland; religious
claims on the region and its holy sites persisted; claims by both sides over the
Wailing Wall which had led to riots and fighting between Jews and Arabs
before WWII increased tensions which did not disappear; World Zionist
Organization more active after WWII and Holocaust – determined to create a
Jewish state for European Jewish immigrants; religion and nationalism mix
and fuel Zionism and Arab nationalism in the region, etc.

Question Answer Marks

14 How significant was Hamas in increasing tensions between Israelis and 40


Palestinians? Explain your answer.

Yes
Hamas founded in 1987 after first Intifada with goal of removing Israel from
the occupied territories and creating a united Arab homeland; Islamic
fundamentalist and nationalistic; had a social and military wing – military wing
more radical; failure of Israel to meet some of the demands of the Oslo
Agreement in the West Bank angered Arabs; Rabin sealed off Gaza and West
Bank in 1994 after rioting following an Israeli attack on praying Palestinians –
led to Hamas retaliating and killing several Israeli military officers; led to
further Israeli reprisals and reprisals from Hamas; Hamas has resorted to
suicide bombers and rocket attacks since 2001; took effective control of Gaza
after 2007 and continues to make border attacks, etc.

No
More significant: Israeli aggression in West Bank and Gaza including Jewish
settlements; role of Palestinian militants such as PFLP and Black September
in 1970s; role of Arafat and PLO; Intifadas; failures of UN and USA;
breakdown of Oslo Accords, etc.

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