GCSE MS - Paper 01 - The Elizabethan Age Summer 2007 · The marking schemes which follow were those used by the WJEC for the Summer 2007 ... but her navy did defeat the Spanish Armada

MS1 WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU

General Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd

MARKING SCHEMES

SUMMER 2007

HISTORY

INTRODUCTION The marking schemes which follow were those used by the WJEC for the Summer 2007 examination in GCSE HISTORY. They were finalised after detailed discussion at examiners' conferences by all the examiners involved in the assessment. The conferences were held shortly after the papers were taken so that reference could be made to the full range of candidates' responses, with photocopied scripts forming the basis of discussion. The aim of the conferences was to ensure that the marking schemes were interpreted and applied in the same way by all examiners. It is hoped that this information will be of assistance to centres but it is recognised at the same time that, without the benefit of participation in the examiners' conferences, teachers may have different views on certain matters of detail or interpretation. The WJEC regrets that it cannot enter into any discussion or correspondence about these marking schemes.

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WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU General Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd HISTORY 2007 STUDY IN-DEPTH PAPER 165/01 - THE ELIZABETHAN AGE, 1558-1603

FINALISED MARKING SCHEME

SECTION A Question 1 (a) Target: (AO ii) Comprehension and understanding of a visual source; recall of own

knowledge. Question: Use Source A and your own knowledge to describe the tactics of the Spanish

fleet in the English Channel. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture (1)

Eg: Source A shows the Spanish fleet in crescent formation. LEVEL 2 Reasonable use of source with some background OR uses only the source well OR provides accurate background only. (2) Places source in its historical context AND provides some background detail. (3)

Eg: The Spanish fleet adopted a crescent formation, with their strongest ships on the tips, in order to protect the Armada. The English fleet had veered into the wind in order to get behind the Spanish Armada in order to follow them up the Channel, as they were unsure of the Spanish destination - they were, in fact, heading for Calais.

Question 1 (b) Target (AO ii) Comprehension and understanding of a written source; recall of own

knowledge. Question: Use the information in Source B and your own knowledge to explain why the

Armada failed to conquer England. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) Eg: The Armada was attacked by 50 English ships and, although no serious damage

was done, the Armada ended up in Calais where Howard, Drake and Hawkins came up with a clever plan.

LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) Answer needs explanation and background knowledge for 4 marks.

Eg: Lord Howard sent 50 ships to keep an eye on the Armada as it sailed up the Channel. When the Armada was anchored off Calais, Howard and his two captains sent in the fire-ships. The Armada panicked and had to flee northwards, pursued by the English fleet. Storms and heavy weather inflicted considerable damage on the Armada, which was then unable to conquer England.

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Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the success of

Elizabethan seamen? Explain your answer using the source and your own knowledge. [5]

LEVEL 1 Generalised answer; paraphrases content of source (1/2)

Eg: Source C is useful because it says that England used to trade with Europe, but now traded further away – the East and West Indies and China, for example.

LEVEL 2 Considers usefulness of the source in terms of its content OR

deals with some aspects of content copies / paraphrases attribution OR accurate answers based on own knowledge ONLY. (3) Eg: Source C is useful because it shows how English seamen were successful because they were sailing further and were bringing home more goods. It was written by William Harrison in his Description of England in 1586.

Deals with content of source well and considers origin of source (4)

Eg: Source C, written at the time, is a useful first-hand account of how proud contemporary Elizabethans were of the achievements of their seamen, just before the conflict with the Armada. It is useful because it was written by a person who was a well-known clergyman and traveller.

LEVEL 3: Gives a reasoned evaluation, considering usefulness in terms of content, origin and purpose of source (5) Eg: Source C, written at the time by a person who was a traveller, provides useful and reliable evidence of the success of Elizabethan seamen in an ever-expanding world. It was written in order to record these achievements and to inform people then and now. As such, Source C should be very useful to an historian studying the success of Elizabethan seamen, used alongside other historical evidence.

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Question 1 (d) Target: (AO ii) Comprehension, analysis and evaluation of an interpretation / representation. Question: In Source D the author is saying that Elizabeth achieved very little in foreign

and maritime affairs. Is this a valid interpretation? In your answer you should use your own knowledge of the topic, refer to the other relevant sources in this question, and consider how the author came to this interpretation. [8]

LEVEL 1 Generalised answer; paraphrases the source or attribution; tends to agree or

disagree with statement but with no real support; token two-sided answers go here. (1/2)

Eg: This is a valid interpretation. Source D says that the long war against Spain had exhausted England. Elizabeth achieved very little, but did do something.

LEVEL 2 Apply the following here: (3/4) For 3 marks: A weak one sided answer with some contextual support OR A weak two sided answer with little contextual support. For 4 marks: A reasonable one sided answer with more contextual support OR A limited two sided answer with some contextual support. Eg: The source might say that Elizabeth achieved very little, but her navy did defeat the Spanish Armada and her sailors won land in the New World. LEVEL 3 Apply the following here: (5/6) For 5 marks: A strong one sided answer with good contextual support and

reference to other sources (this can be inferred) OR A two sided answer with some contextual support for both views;

limited use made of other sources (this can be inferred).

For 6 marks: Clear two sided answer with contextual support; use of other named sources; will refer to attribution as an interpretation from an historian

Eg: The interpretation is generally invalid. English sailors had successfully traded with the Americas and Drake had successfully circumnavigated the world. Source A shows the clever tactics used by the English fleet in the Channel and Source B refers to the clever plan used at Calais, which helped to prevent the Spanish invasion of England. However, Source B also says that the English fleet did not inflict any serious damage on the Armada in the English Channel. The historian will have reached his conclusion by looking at various kinds of evidence from the time.

LEVEL 4 Strong and balanced two sided answer with good support from other sources

and own knowledge; detailed evaluation of the attribution (7/8) Eg: The interpretation was written, with the benefit of hindsight, by a modern historian, with the aim of informing pupils in a text book specifically on the Tudor navy. David Birt may have looked at primary evidence from the time, like records that Raleigh may have kept about his attempt to establish a colony in Virginia and at secondary evidence, similar Alison Plowden’s Elizabethan England. However, Source D disregards much of the evidence in the sources, particularly in Source C, which shows the extent of English maritime achievement. However, it is also true that Elizabeth failed to establish overseas colonies during her reign – Raleigh’s attempt to establish a colony in Virginia in the 1580s failed – and there was also a failure to find a North-Western Passage. The interpretation is partly valid.

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SECTION B Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the Royal Court? [2] LEVEL 1 Generalised answer with a weak or implied point made (1) Eg: It was part of Elizabeth’s government. LEVEL 2 A more detailed and accurate description (2)

Eg: The Royal Court was the centre of affairs of state. It included leading courtiers like Sir William Cecil and the Earl of Leicester, as well as other people who were loyal to Elizabeth. The Court met in different palaces at different times.

Question 2(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why Elizabeth was so popular when she became Queen. [4] LEVEL 1 Generalised answer; only one reason given OR description only (1/2) Eg: She was young and glamorous. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

Eg: Elizabeth came to the throne when she was just 25 years old and was popular because she reminded people very much of her father, King Henry VIII. She showed herself to her people before her coronation, by going in progress around London, so that the people felt that she belonged to them. Elizabeth was also popular because the people had had enough of the Marian Persecution before 1558 and welcomed a queen who would settle England’s religion.

Question 2(a) (iii) Target: (AO i) Analysis and explanation of key events and issues.

Question: How important was the Privy Council in Elizabeth’s government? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: The Privy Council was a small group that advised the Queen. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained (3/4) Eg: The Privy Council was a small body of the Queen’s most important ministers, usually between 12 and 20 in number. They met regularly and followed the Queen in her travels around the country. Their principal task was to advise Elizabeth on important questions of state. They were chosen to represent different shades of opinion, so that Elizabeth might have as wide a view as possible of what people with influence and power thought about different issues.

LEVEL 3 Detailed and accurate explanation which provides a reasoned judgement /

evaluation; the answer addresses the thrust of the question. (5) Eg: The Privy Council was important because it helped Elizabeth to rule the country effectively whilst, at the same time, allowing her to maintain control and leadership. She appointed Councillors who were all experienced in affairs of state. Most power was given to the first Secretary of State, William Cecil, who supported Elizabeth for 40 years.

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Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the work of Sir Francis Walsingham. [3] LEVEL 1 Generalised answer with a weak or implied point made (1)

Eg: He was one of Elizabeth’s secretaries/ministers/advisers. LEVEL 2 A more detailed and accurate description (2/3)

Eg: Sir Francis Walsingham had been sent as an ambassador to France in 1570-73. He did his work so successfully that he was appointed one of the principal secretaries of state to Elizabeth. He was also a Privy Councillor. He developed a very effective system of espionage both at home and abroad, enabling him to reveal the Babington Plot, which implicated Mary, Queen of Scots in treason. He obtained in 1587 some of the plans for the Armada. He was one of the commissioners who tried Mary, Queen of Scots. He died in 1590.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why Parliament became increasingly important in Elizabeth’s reign. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: Parliament became increasingly important because it helped Elizabeth to govern the country, to make laws and to raise money.

LEVEL 2 More detailed and accurate explanation; explains more than one reason (3/4)

Eg: Parliament had met infrequently but, as Elizabeth’s reign progressed it met more frequently in order to discuss ‘matters of state’ – religion, the succession and foreign policy. Parliament was not supposed to discuss these matters unless invited to do so by the sovereign. Increasingly during Elizabeth’s reign, Parliament made repeated attempts to discuss these subjects, especially the question of the succession. This led to a demand for freedom of speech so that, by the end of her reign, Parliament was demanding more independence and laying the foundations for a more democratic form of government.

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Question 2(c) Target: (AO i) Explanation, analysis and evaluation of key events and issues. This question is worded in such a way as to invite the candidate to develop a

reasoned two sided response. This is required to reach Level 3. Question: Was Elizabeth always successful as a ruler during her reign?

Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support (1/2)

Eg: Yes/no – she ruled for 45 years and is remembered as ‘Good Queen Bess’/she was challenged by Parliament and Puritans at the end of her reign.

LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR

a very weak two sided answer.

For 4 marks: A reasoned one sided answer OR a weak two sided answer with some contextual support.

For 5 marks: A very good one sided answer OR an unbalanced two sided response with contextual support.

Eg: Elizabeth successfully ruled the country at the local level, through the work of lord lieutenants and JPs and, at the national level, through the work of the royal court, the privy council and through the work of leading ministers like Cecil, Leicester and Walsingham. Parliament generally met when Elizabeth requested it and she was able to control it for much of the time, although it did become increasingly challenging over affairs of state and freedom of speech.

LEVEL 3 To distinguish between 6 and 7 marks apply the following. (6-7)

For 6 marks: A good explanation / evaluation of the topic but lacking some detail or balance.

For 7 marks: A reasoned and supported two sided answer with good balance, using

accurate and relevant historical detail Eg: During her long reign, Elizabeth managed to lead her country peacefully and

successfully against foreign threats. However, although Parliament developed during her reign, it became increasingly challenging to her rule. The money that Parliament voted to fight the Armada was barely adequate and after 1588 MPs increasingly stood up to Elizabeth, making her decisions as a ruler ever more difficult. Elizabeth was less successful as a ruler at the end of her reign, as Parliament fought for freedom of speech and looked forward to challenging her successor.

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Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was a Puritan? [2] LEVEL 1 Generalised answer with a weak or implied point made (1) Eg: A Puritan was a religious person.

LEVEL 2 A more detailed and accurate description (2)

Eg: A Puritan was a person who criticised Elizabeth’s religious policy. Puritans wanted to ‘purify’ the Church of England, believing that Elizabeth had not moved far enough away from Roman Catholicism.

Question 3(a) (ii) Target: (AO i) Explanation of key events and issues.

Question: Explain why Elizabeth chose a ‘middle way’ in religion. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: To satisfy most of the people, after all of the religious changes that had occurred before her reign.

LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

Eg: There had been considerable religious change before 1558 – ‘Church of England’ at the end of Henry VIII’s reign, Protestant under Edward VI and Roman Catholic under Mary Tudor. Elizabeth needed to satisfy most of her people and so chose a ‘middle way’ between Roman Catholicism and Protestantism. At the time, it was believed that if a country was to be united and free from civil war, all of its citizens must believe in the same religion and belong to the same Church.


Question: How important was Elizabeth’s excommunication by the Pope in 1570? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: Elizabeth’s excommunication by the Pope expelled her from the Roman Catholic

Church. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained (3/4) Eg: Elizabeth’s excommunication was important because the Pope now accepted that Elizabeth would not return England to the Roman Catholic faith. It encouraged Catholics to plot against Elizabeth – Ridolfi and Throckmorton Plots – and to challenge her ‘pretended’ title to the throne.


evaluation; the answer addresses the thrust of the question (5) Eg: Elizabeth’s excommunication was important because it opened a new phase in her reign: she had managed to keep the Pope at bay for 12 years; now she faced a strong Catholic challenge but the people rallied around her and England was generally more united.

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Question 3(b) (i) Target: (AO i) Recall and description of key events and issues.

Question: Describe Elizabeth’s treatment of John Penry. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: She had him executed. LEVEL 2 A more detailed and accurate description. (2/3)

Eg: Elizabeth was reluctant to execute John Penry. He was a Puritan who had written books and pamphlets criticising Elizabeth’s Church of England. Elizabeth did not want to make a martyr of him, but he persisted with his critical writings so he was arrested, brought to trial and sentenced to be hanged ‘without delay’. On the morning of 29 May 1593, he was dragged on a hurdle through the streets of London and hanged publicly.

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why Mary, Queen of Scots, was a serious threat to Elizabeth. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: She was a Catholic and was the focus of plots against Elizabeth. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

Eg: In 1568, Mary escaped from Scotland to England and for almost 20 years she was a serious threat to Elizabeth. Catholics regarded her as the rightful ruler of England; the French had even proclaimed her as Queen of England. From 1568, she was the focus of Catholic plots against Elizabeth – Northern Earls, Ridolfi, Jesuit Mission, Throckmorton and Babington plots – whereby Elizabeth was to be murdered and Mary was to be made queen instead. Mary was such a threat by 1587, when the Armada was fist being prepared, that she had to be got rid of. Mary was accused of liaising with a foreign country,, was found guilty of treason and was executed.

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reasoned two sided response. This is required to reach Level 3. Question: Did Elizabeth always deal successfully with religious problems in her reign?

Explain your answer fully. [7]

LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) Eg: Yes/no – her Church of England satisfied most of the people most of the time/the

Catholics plotted against her. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR


For 4 marks: A reasoned one sided answer OR a weak two sided answer with some contextual support. For 5 marks: A very good one sided answer OR an unbalanced two sided response with contextual support.

Eg: Elizabeth generally dealt successfully with religious problems during her reign because her ‘middle way’ Act of Settlement created a Church of England that satisfied the majority of people in England. The Catholic plots for the most part were quelled, with the execution of Mary, Queen of Scots, putting an end to serious threats from the Catholics. In order to win over the people of Wales to her religious changes, she allowed the translation of the Bible into Welsh. However, the Elizabethan Religious Settlement was challenged at the end of her reign with the emergence of Puritanism.




accurate and relevant historical detail. Eg: Catholic worship was not always eliminated during Elizabeth’s reign: the Act of Uniformity was often ignored and increasingly Recusancy fines were levied. When John Penry was hanged in 1593, the Puritans had a martyr and this may have strengthened the Puritan beliefs. Elizabeth dealt adequately with religious problems during her reign, but not always successfully.

GCSE MS - Paper 01 - The Elizabethan Age (Summer 2007)/ED 04/09/2007

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WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU General Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd HISTORY 2007 STUDY IN-DEPTH PAPER 165/02 – POPULAR MOVEMENTS IN WALES AND ENGLAND, 1815-1845


SECTION A

Question 1 (a) Target: (AO ii) Comprehension and understanding of a visual source; recall of own

knowledge. Question: Use Source A and your own knowledge to describe the meeting at St Peter’s

Field in 1819. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture (1)

Eg: Source A shows that preparations were being made for a huge public meeting. LEVEL 2 Reasonable use of source with some background OR uses only the source well OR provides accurate background only. (2) Places source in its historical context AND provides some background detail. (3)

Eg: The Radicals organised a mass meeting at St Peter’s Field. They urged unity and strength among the 80,000 poor and unemployed people who were to attend. The meeting was to be addressed from the platform by Radical speakers/orators like Orator Hunt. The meeting was intended to be peaceful with women and children present.

Question 1 (b) Target: (AO ii) Comprehension and understanding of a written source; recall of own

knowledge. Question: Use the information in Source B and your own knowledge to explain why people supported radicalism. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) Eg: People supported radicalism because they spoke about reform and marched to

protest about unemployment. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) For good background knowledge ONLY award 3 marks. Answer needs explanation AND background knowledge for 4 marks.

Eg: People supported the radicals because they had outstanding public speakers like Henry Hunt who could inform people about their rights and urge them to demand the vote for adult men, parliamentary reform and land reform, for example. Radicalism also gained support because they organised marches and protest like Spa Fields, ‘Blanketeers’ and the Derbyshire ‘Rising’ in order to draw attention to the dire problem of unemployment in the desperate post-war era.

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Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the events at

Peterloo? Explain your answer using the source and your own knowledge. [5]

LEVEL 1 Generalised answer; paraphrases content of source. (1/2)

Eg: Source C is useful because it describes how the military were deployed and how some of the people were injured at Peterloo.

LEVEL 2 Considers usefulness of the source in terms of its content OR deals with some aspects of content copies / paraphrases attribution OR accurate answers based on own knowledge ONLY. (3)

Eg: Source C is useful because it says how the cavalry were ordered to advance and arrest Orator Hunt. It also says how some of the people were injured by the sabres of the soldiers and how the Manchester Yeomanry were efficient in doing their duty. The source was written by the commanding officer of the military forces at Peterloo.

Deals with content of source well and considers origin of source. (4)

Eg: Source C, written at the time, gives a graphic insight into the events at Peterloo. It is very useful as it was written by Colonel L’Estrange who was in charge of the military at St Peter’s Field. It is primary evidence, an eye-witness account.

LEVEL 3: Gives a reasoned evaluation, considering usefulness in terms of content, origin

and purpose of source. (5) Eg: Source C was written to inform the government about what happened at Peterloo. As an official report, it is reliable evidence, but from only one side. It is obviously biased in its attitude against the people and in favour of the soldiers. It is useful to an historian but, to gain a balanced view, evidence from the people/the radicals should be considered.

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Question 1 (d) Target: (AO ii) Comprehension, analysis and evaluation of an interpretation / representation. Question: In Source D the author is saying that the Radicals had little hope of success

because they did not have enough support. Is this a valid interpretation? In your answer you should use your own knowledge of the topic, refer to the other

relevant sources in this question, and consider how the author came to this interpretation. [8]


disagree with statement but with no real support; token two sided answers go in here. (1/2)

Eg: Source D is valid: radicalism was not a national movement; Peterloo was an isolated event.

LEVEL 2 Apply the following here: (3/4) For 3 marks: A weak one sided answer with some contextual support OR A weak two sided answer with little contextual support. For 4 marks: A reasonable one sided answer with more contextual support OR A limited two sided answer with some contextual support. Eg.: The view is quite valid. The government used soldiers to crush the meeting and any protests at this time had little hope of success. LEVEL 3 Apply the following here: (5/6) For 5 marks: A strong one-sided answer with good contextual support and

reference to other sources (this can be inferred) OR A two sided answer with some contextual support for both views;

limited use made of other sources (this can be inferred).


Eg: The interpretation is partly valid. Source C shows how the government was determined to crush popular protest at this time through the use of the military and, from my own knowledge, I know that the government passed the Six Acts after Peterloo. However, the interpretation does not take into account the evidence of Sources A and B which shows that the radicals had aims and organisation, which gave them some chances of success. The source is from a very modern historian.


and own knowledge; detailed evaluation of the attribution (7/8) Eg: The interpretation was written, with the benefit of hindsight, by a modern historian, as a text book for use in schools. The historian would have looked at lots of different types of evidence to reach his conclusion. He may have looked at primary evidence like the diary of a Radical like Samuel Bamford or at secondary evidence written by a specialist historian on popular movements in the early C19th. However, his interpretation does not take into account that the radicals had organised protest at Spa Fields in 1816 (as shown in Source B) and in Derbyshire in 1817. The interpretation is valid, but not full.

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SECTION B Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was a toll-gate? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: A gate across a road for collecting tolls. LEVEL 2 A more detailed and accurate description. (2)

Eg: A toll-gate was erected across an improved stretch of road in order to collect tolls/money for the upkeep of that road.

Question 2(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the Swing rioters protested. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: Because they were out of work and suffered from bad living and working

conditions. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

Eg: Agriculture had been in a bad state since the French Wars had ended in 1815 and there was a lot of rural poverty at this time. When threshing machines were introduced in 1830, this was the last straw as farm labourers were deprived of winter work. Traditionally, corn was threshed with a hand flail during the winter months; now the threshing machines took over and the Swing rioters decided to attack them as a protest against their bad conditions, as no-one in authority was listening to them.


Question: How important was William Cobbett in the rural unrest of the early nineteenth

century? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: Cobbett wrote books about the bad conditions in the countryside. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) Eg: William Cobbett was a Radical leader who had written the Political Register in which he criticised the government and encouraged agricultural workers to protest. He also wrote Rural Rides, which was a survey of agricultural conditions at the time, showing how poor those conditions were. This publication appeared in 1830, the year that the Swing Riots started, which implied that Cobbett was responsible for starting the Riots.


evaluation; the answer addresses the thrust of the question (5) Eg: William Cobbett was important in the rural unrest of the early C19th because he had encouraged agricultural workers to protest and was tried for starting the Swing Riots but was acquitted. He was himself the son of a small farmer and was a champion of the poor.

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Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe what happened at the Carmarthen workhouse in June 1843. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1)

Eg: Poor people attacked the workhouse and ransacked it. LEVEL 2 A more detailed and accurate description. (2/3)

Eg: The Rebecca rioters had organised a daylight march into Carmarthen. A crowd of about 2,000 marched into the town, where they were joined by many poor people, who persuaded them to attack the hated workhouse. The building was ransacked and so the Dragoons were summoned. The crowd stampeded in panic and 60 arrests were made.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the Rebecca Riots ended so quickly. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: The riots had become too violent and a Commission of Enquiry had been set up. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

Eg: The riots had spread beyond the purely agricultural areas of south-west Wales, to the semi-industrial areas near Llanelli and Swansea. Excessive violence was committed by Dai’r Cantwr and Shoni Sgubor Fawr, and the true Rebeccaites wanted the riots called off. The genuine rioters wanted their poor living and working conditions recognised and when a Commission of Enquiry was established in late 1843, they felt that their major aim had been achieved and they abruptly called off the riots so that the Commission could carry out its work.

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reasoned two sided response. This is required to reach Level 3. Question: Did the rural protests in Wales and England in the 1830s and early 1840s

achieve their aims? Explain your answer fully. [7]

LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2)

Eg: Yes/no – A Commission of Enquiry was appointed to look at the reasons for the Rebecca riots/many of their grievances still existed after the riots had finished.




Eg: The Swing rioters gained very little. They continued to live in poverty and those farm labourers who had their wages increased soon had them reduced again when peaceful conditions returned. The Rebecca rioters had many grievances and many of these continued in the 1840s: their aim of improving their living and working conditions was unsuccessful in the short-term; their aim of abolishing payment of tithe failed, too. However, the Rebecca rioters did aim to get a Commission of Enquiry appointed to look at their grievances and this was successfully achieved.




accurate and relevant historical detail. Eg: The rural protesters in England achieved very little but the Rebecca rioters

achieved a real success with the appointment of the Commission of Enquiry. Headed by Thomas Frankland Lewis, this Enquiry looked sympathetically at the grievances of the Rebecca rioters and very quickly recommended the implementation of the Turnpike Act in 1844. This Act reduced the number of toll-gates and so addressed one of the major aims of the Rebecca rioters.

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Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was a Chartist Petition? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: It was a petition from the Chartists to the government. LEVEL 2 A more detailed and accurate description. (2)

Eg: A Chartist Petition contained a list of the grievances/demands of the Chartists, backed by very many signatures, directed to the government in the hope that the government would address these grievances.


Question: Explain why Chartism appealed to working people. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: Chartism appealed because it had a programme – the Six Points. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

Eg: Chartism’s Six Points showed that the movement had leadership and organisation. If addressed, these Points – male universal suffrage, secret ballot, abolition of the property qualification to be an MP, equal electoral districts, payment of MPs and annual parliaments – would help to address many of the grievances of working people.


Question: How important was the First Chartist Petition, 1839? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: The First Chartist Petition was important because it showed that the movement

was organised and had leadership. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) Eg: The First Chartist Petition was regarded as the best way forward at the time – to show the government that one million people supported Chartism and it also provided the opportunity to present the People’s Charter to parliament as well. This Petition was important because it reflected the desire of the Chartist to follow peaceful means at this time.


evaluation; the answer addresses the thrust of the question. (5) Eg: The First Petition was rejected, as expected, and the ‘Sacred Month’ that followed soon fizzled out. The rejection of this petition was important because it led to protest – the Newport Rising – and to a move towards physical force Chartism. The First Petition led to two more Chartist petitions, in 1842 and in 1848, so a precedent for petitioning parliament had been set.

8


Question: Describe the role of John Frost in the Chartist Movement. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: He was a Chartist leader in the Newport Rising.

LEVEL 2 A more detailed and accurate description. (2/3)

Eg: John Frost was a respected citizen in Newport – he had been a mayor and a magistrate. When he realised that democratic methods did not lead to improvements in people’s lives, he joined the Chartist movement and established the first Chartist lodge in the town. Frost was Chairman of the Chartist National Convention which decided on physical force after the rejection of the First Chartist petition. He led the march on Newport in November 1839 but was arrested and transported.

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the Chartist march on Newport in November 1839 failed. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: The weather was bad and the Chartists were disorganised. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

Eg: The Chartist march on Newport failed because the marchers were dispirited as they marched through very heavy rain during the night of 3-4 November. When the marchers arrived in Newport on the morning of 4 November, they were unsure of their tactics and, when they did attack the Westgate Hotel, the authorities were waiting for them. More than 20 Chartists were shot dead and the leaders – Frost, Williams and Jones – were arrested. Poor leadership, bad weather and the determination of the authorities caused the march on Newport to fail.

9


reasoned two sided response. This is required to reach Level 3. Question: Was the Chartist movement a serious threat to the Government?


LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) Eg: Yes/no – the government had to use soldiers/ the movement was crushed and the

Chartist petitions were rejected. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR



Eg: The Chartist movement was a real threat to government; it was a development of radicalism and the popular protests that had occurred in the early 1830s, like the Merthyr Rising. The government was determined to reject the Chartist petitions and it resorted to armed force to quell the disturbance at Llanidloes in April 1839 and the riot at Newport later in the year, and to make sure that its leaders were arrested and transported. However, the government was aware of the split between the moral and physical force Chartists and, along with sporadic support for the movement in very few industrialised areas of Britain, was assured of its failure.




accurate and relevant historical detail. Eg: Although the government was in control of events at the time of the Chartist disturbances, they did obviously feel threatened – some regarded the Newport Rising as an insurrection and as a real attempt to overthrow the government of the day. The fact that delegates at the Chartist National Convention referred to themselves as MC – Members of Convention – and the fact that they intended to create a republic to replace the democratically elected government, reflected the serious threat to the Government.

GCSE MS - Paper 02 - Popular Movements in Wales and England (Summer 2007)/ED 04/09/2007

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WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU General Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd HISTORY 2007 STUDY IN-DEPTH

PAPER 165/03 - THE EDWARDIAN ERA AND THE FIRST WORLD WAR, 1902-1919


SECTION A

Question 1 (a) Target: (AO ii) Comprehension and understanding of a visual source; recall of

ownknowledge. Question: Use Source A and your own knowledge to describe the Liberal government’s

policy towards old people. LEVEL 1 Generalised answer, usually paraphrasing source or describing picture (1)

Eg: Source A shows the first person to collect an old age pension in 1909, at a Post Office.

LEVEL 2 Reasonable use of source with some background OR uses only the source well OR provides accurate background only. (2) Places source in its historical context AND provides some background detail (3)

Eg: The Liberal government was aware of the poverty that existed in Wales and England at this time, because of the reports of Booth and Rowntree. They reacted to this by passing the Old Age Pensions Act in 1908, payable to people over 70 years of age.


knowledge. Question: Use the information in Source B and your own knowledge to explain how the

Liberal government tried to deal with the social problems of the time. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) Eg: The Liberal government passed acts in 1906 and 1907 which introduced meals

and medical inspection into schools. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) For good background knowledge ONLY award 3 marks. Answer needs explanation and background knowledge for 4 marks.

Eg: The new Liberal government was committed to social and political reform. It responded very quickly to social reform by enabling local authorities to provide poor children with a hot school meal from 1906 and by making the service compulsory from 1914. At a time when many families could not afford to pay for medical care, the Liberal government set up the School Medical Inspection Service from 1907 and supplemented this with the addition of clinics providing free treatment for school-age children from 1912. The government had introduced old age pensions in 1908 and, in 1911, the National Insurance Act provided sickness and unemployment benefits.

2

Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the Suffragette

movement? Explain your answer using the source and your own knowledge. [5]

LEVEL 1 Generalised answer; paraphrases content of source (1/2)

Eg: Source C is useful because it says how a Suffragette was knocked down by the King’s horse and her name was Miss Emily Davison.


Eg: Source C is useful because it shows how one determined Suffragette aimed to get publicity for her cause by jumping in front of the King’s horse in the Epsom Derby. It also tells us that Miss Davison was a militant and that she had even wanted to attack Mr Lloyd George. The source is an extract from the Daily Mail newspaper.


Eg: Source C, is useful because it provides detailed information about the activities of one leading Suffragette and helps us to understand the feelings of such a person. This is primary evidence, probably an eye-witness account, written at the time of the event.


and purpose of source. (5) Eg: Source C was written to inform the reading public about what Miss Emily Wilding Davison did at the Epsom Derby. It gives us useful information but it is biased: e.g., ‘a notorious militant with a thirst for martyrdom’. An historian would have to study more varied and less biased information in order to obtain a full account of the Suffragette movement.

3

Question 1 (d) Target: (AO ii) Comprehension, analysis and evaluation of an interpretation / representation. Question: In Source D the author is saying that the Liberal government had very little

success in its policies. Is this a valid interpretation? In your answer you should use your own knowledge of the topic, refer to the other

relevant sources in this question, and consider how tthe author came to this interpretation. [8]


disagree with statement but with no real support; token two-sided answers go in here. (1/2)

Eg: Source D says that the Liberal government faced a large number of problems. LEVEL 2 Apply the following here: (3/4) For 3 marks: A weak one sided answer with some contextual support OR A weak two sided answer with little contextual support. For 4 marks: A reasonable one sided answer with more contextual support OR A limited two sided answer with some contextual support. The source says that the House of Lords controversy and the suffragette campaign

were very serious. The interpretation is valid because the government struggled with these problems.

LEVEL 3 Apply the following here: (5/6) For 5 marks: A strong one-sided answer with good contextual support and

reference made to other sources (this can be inferred) OR A two sided answer with some contextual support for both views; limited use made of other sources (this can be inferred).


Eg: The interpretation is incorrect. Sources A and B show how the government addressed the social problems of the time. From my own knowledge, I know that the government managed to deal with the 1909 Budget Crisis and the constitutional crisis which followed and passed the 1911 Parliament Act in order to solve this political problem. The historian would have come to his conclusion by researching different kinds of evidence from the time.


and own knowledge; detailed evaluation of the attribution. (7/8) Eg: The interpretation was written, with the benefit of hindsight, by a modern historian, to inform school pupils in a text book. Robson may have looked at primary evidence such as Source C and secondary evidence such as a specialist history on the Liberal governments in the early C20th. Although the interpretation is backed up to an extent by Source C, which shows that the suffragettes were still causing problems in 1913, it is not supported by the evidence in Sources A and B. Asquith’s Liberal government was faced by a large number of problems but they are generally remembered for the success of their social and political policies. The Suffragette movement was a particular problem which calmed down from 1914 and was partly addressed through the 1918 Reform Act. This part of the interpretation may be valid.

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SECTION B

Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge.

Question: What was rationing? [2]

LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: This was limiting the amount of certain foods food that people could buy.

LEVEL 2 A more detailed and accurate description. (2) Eg: Rationing was introduced into Britain in November 1917 because there was a shortage of essential foodstuffs as German U-boats were sinking merchant ships that were bringing food and raw materials to Britain.

Question 2(a) (ii)

Target: (AO i) Explanation of key events and issues.

Question: Explain how the Government tried to recruit people for the armed forces in the First World War. [4]

LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: The Government used posters like the famous one of Kitchener.


Eg: The Liberal government initially depended on volunteers for the armed forces. This was backed by an official recruitment campaign which used a series of posters urging people to support the campaign and the war effort. Many posters were aimed at women, who were encouraged to persuade the males in their families to join the army. Women themselves were encouraged to work in factories or in the Land Army. As casualties grew in the war, however, the government had to change its policy and passed the Military Service Act in 1916, introducing conscription.

Question 2(a) (iii)

Target: (AO i) Analysis and explanation of key events and issues.

Question: How important was the role of David Lloyd George in the First World War? [5]

LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: He was the Prime Minister.

LEVEL 2 More detailed and accurate explanation, with an attempt at analysis / judgement, not fully sustained . (3/4) Eg: Lloyd George had shown his ability as Chancellor of the Exchequer before the war and, in 1915, he was appointed as Minister of Munitions with the task of increasing the production of weapons and ensuring that they were delivered to the army and navy as speedily as possible. His success paved the way for his appointment in 1916 as Prime Minister and, in this role, he represented Britain in the Paris Peace Conference of 1919.

LEVEL 3 Detailed and accurate explanation which provides a reasoned judgement / evaluation; the answer addresses the thrust of the question. (5) Eg: The role of David Lloyd George was very important in the First World War because he was successful as Minister of Munitions and then, as Prime Minister, his energetic leadership enabled the British people to come successfully through the war. His role at the Paris Peace Conference showed that he had become a world statesman.

5

Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe how women were employed on the Home Front. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1)

Eg: Women worked in munitions factories. LEVEL 2 A more detailed and accurate description. (2/3)

Eg: As Minister of Munitions, Lloyd George employed an increasing number of women in the munitions factories as munitionettes, producing bullets and shells. Their numbers increased from 225,000 in 1915 to 948,000 in 1918. Inspired by recruitment posters, women joined the Land Army and, by 1918 they were doing a large variety of jobs – railway porters, railway ticket collectors, bus-conductors, policewomen, post women, drivers and even grave-diggers.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how agriculture was affected by the First World War. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: Men were away fighting at the Front and so more women were employed in agriculture.

LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

Eg: For tenant farmers, the War brought change and prosperity as the demand for milk and other dairy products, livestock and corn increased. The Corn Production Act of 1917 encouraged greater efficiency in the production of important foods by guaranteeing farmers a fixed price. Agricultural labourers were guaranteed a minimum wage.

6


reasoned two sided response. This is required to reach Level 3. Question: Did the First World War have a bad effect on the lives of all the people at home?

Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support/ (1/2)

Eg: Yes/no – loved ones were killed and rationing was introduced towards the end of the war/women gained more opportunities than ever before and men could voluntarily join the armed forces before 1916, seeking adventure abroad.




Eg: People pulled together during the war as never before; men were quite willing to join up at the start of the war as posters encouraged them to take free travel! DORA generally kept up the morale of the people and women were given more opportunities in employment, allowing them to obtain more independence. Government changes improved the lot of the farmers and agricultural labourers. However, women were paid only half the rate of men and people suffered from shortages at the end of the war, necessitating the introduction of rationing from November 1917.



For 7 marks: A reasoned and supported two sided answer with good balance, using accurate and relevant historical detail.

Eg: Although there were many positive/good aspects of life on the home front in

World War One, people’s views of war changed as the fighting dragged on, when conscription was introduced from 1916, and when families lost more and more loved ones. The war had bad effects for conscientious objectors, who were treated very harshly.

7

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was a religious revival? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: It was when many people went to chapel. LEVEL 2 A more detailed and accurate description. (2)

Eg: A religious revival was when there was a revival of interest in religion, especially in the chapels in Wales. Evan Roberts was a young preacher from Loughor who drew large crowds in 1904 through his powerful sermons. Hymns were sung with fervour, miracles recounted and the enthusiasm spread to other parts of Wales.


Question: Explain why the Welsh language declined during this period. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: The Welsh language declined because of English immigration and because the speaking of English was increasingly encouraged.


Eg: The Welsh language declined because of the predominance of English-medium education and the lack of official status. Many young people turned to English, encouraged by their parents, who thought that speaking English was essential for their children to ‘get on’. Businessmen and teachers supported such attitudes. During the First World War, the sale of English daily newspapers increased and Welsh-language weekly newspapers declined.


Question: How important for Welsh language and culture was the work of

Sir O.M.Edwards? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: He was a school inspector and supported the Welsh language. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) Eg: Sir O.M.Edwards was appointed the first Chief Inspector of Schools in Wales from 1907. He was important because he considered it to be his life’s work to make the Welsh language and culture more popular. He encouraged the use of the Welsh language in the primary schools of Wales and encouraged the recognition of Welsh as a full subject in the secondary schools. He also wrote a series of travel books in Welsh and established several successful Welsh magazines, so that his work for Welsh language and culture was far-reaching.


evaluation; the answer addresses the thrust of the question. (5) Eg: Although Sir O.M.Edwards did very important work with regard to Welsh language and culture, he was only partially successful – some areas did allow Welsh language teaching and Welsh was recognised as an examination subject, but English remained the dominant language in all the schools of Wales, especially the grammar schools, for many years. However, his legacy was to be inherited by his son, Sir Ifan ab Owen Edwards, who was to form Urdd Gobaith Cymru in the 1920s.

8


Question: Describe the changes in popular entertainment in the early twentieth century. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: In the industrial and more urbanised area, traditional entertainments were

replaced by new ones, like the cinema. LEVEL 2 A more detailed and accurate description. (2/3)

Eg: Welsh-speaking areas continued with their traditional forms of entertainment, especially the eisteddfod. In the industrial areas, however, newer forms of entertainment were gaining ground: music hall entertainment was brought to Tonypandy in 1909; the Carlton cinema opened in Swansea in 1914 as the first purpose-built cinema in Wales; and, although frowned upon by the religious and upper classes, organised sport continued to grow in popularity – rugby in South Wales and through to national level as well, and football at a local level.

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain the role of the war poets. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: Hedd Wyn wrote poems about war. He was killed on the Western Front. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

Eg: People had been largely in favour of war in 1914, as they thought it would be ‘over by Christmas’. As the war dragged on, however, poets like Hedd Wyn began to change people’s attitudes: his poem, Yr Arwr (The Hero) won the bardic chair at the 1917 Birkenhead Eisteddfod, but people were shocked to hear of his death before he could claim his award. Wilfred Owen was wounded in the trenches and, when recovering in hospital, he met two war poets, Siegried Sassoon and Robert Graves, who encouraged him to continue with his writing. His most famous poems were Anthem for Doomed Youth and Dulce et Decorum Est. His death at the age of 25, one week before the armistice, convinced many people of the futility of war.

9


reasoned two sided response. This is required to reach Level 3. Question: Did people’s attitudes to religion and culture in Wales change mainly because of

the experience of the First World War? Explain your answer fully. [7]

LEVEL 1 Generalised answer; simple explanation which offers little support (1/2) Eg: Yes/No – some people’s attitudes changed because of the negative experience of

the War/attitudes were changing beforehand anyway. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR

a very weak two sided answer. For 4 marks: A reasoned one sided answer OR a weak two sided answer with some contextual support. For 5 marks: A very good one sided answer OR an unbalanced two sided response with contextual support.

Eg: Some people’s attitudes to religion and culture did change because of the experience of the First World War. As the war dragged on and there was an increasing loss of life, people increasingly questioned why God could allow such things to happen. The war poets helped to change people’s attitudes, too, as they wrote critically of war and as they lost their lives at a very young age. Hedd Wyn wrote in Welsh; the other war poets wrote in English. Additionally, the War was reported in the English newspapers, rather than the Welsh language ones. Reporting of the War, therefore, tended to discriminate against the Welsh language. However, with regard to religion, a revival had happened in 1904, before the War had started, at a time when religious attendance was low. War was not the initial cause for change here.




accurate and relevant historical detail.

Eg: The experience of war had undoubtedly played its part in changing people’s attitudes to religion and culture in Wales. However, changing attitudes were evident before 1914 – with major immigration into Wales from England even before 1900, as work was plentiful in Welsh industry; with the appointment of Sir O.M. Edwards as Chief Inspector of Schools in Wales, for example, determined to promote Welsh language and culture; and with the desire for new forms of entertainment being sought. Even so, in the Welsh-speaking heartlands, traditional attitudes to religion and culture still held sway.

GCSE MS - 03 - The Edwardian Era and the First World War (Summer 2007)/ED 04/09/2007

1


PAPER 165/04 DEPRESSION, WAR AND RECOVERY, 1930-1951



knowledge. Question: Use Source A and your own knowledge to describe the government’s evacuation

policy. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture. (1)

Eg: Source A shows children being evacuated by rail to South Wales. LEVEL 2 Reasonable use of source with some background knowledge OR uses only the source well OR provides accurate background only. (2) Places source in its historical context AND provides some background detail. (3)

Eg: Source A shows that the government used the railway system to evacuate children to areas like the Rhondda in South Wales, as well as to rural areas like Mid Wales, where it was felt that they would be safe from the German bombing of the cities, ports and industrial areas. Children were billeted with local families; sometimes whole schools were evacuated.


knowledge. Question: Use the information in Source B and your own knowledge to explain the

contribution of women to the war effort. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) Eg: Women made a big contribution to the war effort, bigger than ever before. They

joined the armed services. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) For good background ONLY award 3 marks. Answer needs explanation and background knowledge for 4 marks.

Eg: Women joined every branch of the armed services in World War Two: the Auxiliary Territorial Service, the Women’s Auxiliary Air Force and the Women’s Royal Naval Service. Women did not fight, as the men were called upon to do this, but they provided valuable support, from filling sandbags to operating search lights. As men were conscripted into the armed forces, there was a labour shortage in Britain and women did a variety of work - in factories and in the Women’s Land Army, for example.

2

Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the Blitz?

Explain your answer using the source and your own knowledge. [5] LEVEL 1 Generalised answer; paraphrases content of source. (1/2)

Eg: Source C is useful because it says that people were leaving Southampton in order to escape the Blitz.


Eg: Source C is useful because it says that the continuous blitzing of Southampton had shattered people’s nerves. People were taking whatever precious belongings they could in order to leave the town, as morale had collapsed. The source was written by the Bishop of Winchester.


Eg: Source C, written at the time, is useful evidence to show the effects of the blitz on a port like Southampton. It is primary evidence, a first-hand account of how the Bishop of Winchester saw the suffering that was inflicted on ordinary civilians. The Bishop had written this report after visiting the city which lay in his diocese and shows his concern for his people.


and purpose of source. (5) Eg: Source C, written at the time by a reliable witness, provides useful and reliable evidence of the Blitz. It was written as a report to inform the head of the Church of England about the effects of the Blitz. It is particularly useful to an historian because it gives an alternative view of how people coped with the Blitz. An historian would have to look at more evidence, to gain a broader picture of the Blitz in other cities.

3

Question 1 (d) Target: (AO ii) Comprehension, analysis and evaluation of an interpretation / representation. Question: In Source D the author is suggesting that British people had coped successfully

with the experience of the Second World War. Is this a valid interpretation? In your answer you should use your own knowledge of the topic, refer to the other



disagree with statement but with no real support; token two-sided answers go here. (1/2)

Eg: Source D is correct: it says that by the summer of 1944 people believed that the war was almost over and were looking to the future.

LEVEL 2 Apply the following here: (3/4) For 3 marks: A weak one sided answer with some contextual support OR A weak two sided answer with little contextual support. For 4 marks: A reasonable one sided answer with more contextual support OR A limited two sided answer with some contextual support. E.g.: The people of Britain had come through the war well, although they did have problems like the Blitz and evacuation. LEVEL 3 Apply the following here: (5/6) For 5 marks: A strong one sided answer with good contextual support and

reference made to other sources (this can be inferred) OR

For 6 marks: Clear two sided answer with contextual support; use of other named sources; will refer to attribution as an interpretation from an historian.

Eg: The interpretation supports the view that people in Wales and England coped well with the experience of the Second World War. Source A shows how the children were kept safe through the government’s evacuation policy and Source B shows the valuable support put in by women, in the absence of men. However, the interpretation does not take into account the evidence of Source C, which shows how morale had collapsed in Southampton, nor does it show an awareness of how the people of Coventry slept outside the city boundaries at night in order to escape the horrors of the Blitz. The interpretation was written by a modern historian in 1986.


and own knowledge; detailed evaluation of the attribution. (7/8) Eg: The interpretation was written, with the benefit of hindsight, by a modern historian in 1986, when the effects of the Second World War and of the Blitz in particular were more apparent. The author may have looked at primary evidence, such as a munitionette’s happy war experience or at secondary evidence such as a specialist book on the Home Front. The interpretation was written in a general book, to inform people about events in British history. By the summer of 1944, the Allies were invading Normandy and the threat from Germany was receding, so that people could plan for the future. This part of the interpretation is valid, but it does not take into account how people had suffered before that time.

4

SECTION B

Question 2(a) (i)

Target: (AO i) Recall and deployment of historical knowledge.

Question: What was a hunger march? [2]

LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: People marched because they were hungry.

LEVEL 2 A more detailed and accurate description. (2) Eg: A hunger march was undertaken by unemployed people during the depths of the Depression. These unemployed people were in areas of traditional industry like coal mining and ship building and they marched to show that they wanted work; their families were hungry.

Question 2(a) (ii)


Question: Explain why the government introduced the Means Test. [4]

LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: To make money go further at a time of mass unemployment.

LEVEL 2 More detailed and accurate explanation with one reason well explained. (3)

Explains more than one reason well. (4) Eg: There was huge unemployment in Britain because of the Depression. An unemployment benefit (the dole) was paid to people for the first six months of unemployment. At this time, the government had to cut costs so, in 1931, the dole was cut by 10% and was means tested for the first time. An unemployed person had to prove that he needed the dole and, as the Depression deepened and there was even less money available to government, a person’s family income was means tested ever more stringently, with benefits being paid only to those ‘desperately in need’ and then only if they were ‘actively seeking work’.

Question 2(a) (iii)

Target: (AO i) Analysis and explanation of key events and issues.

Question: How important was popular entertainment during the 1930s? [5]

LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: It gave people something to do during the Depression.

LEVEL 2 More detailed and accurate explanation, with an attempt at analysis / judgement, not fully sustained. (3/4) Eg: The 1930s was a time of mass long-term unemployment, when about two million people were unemployed in Britain. Popular entertainment played a vital role in helping people to cope with the bad experiences of the Depression. Radio became affordable and helped to entertain people; cinema attracted huge audiences and enabled people to escape the reality of everyday life to a world of ‘make believe’. As people had more leisure time, they could go to the races to bet on the dogs or horses, or they might have gone to a football or rugby match; they may even have gone to one of the free libraries to read books and newspapers.

LEVEL 3 Detailed and accurate explanation which provides a reasoned judgement / evaluation; the answer addresses the thrust of the question. (5) Eg: Britain suffered badly during the 1930s. Popular entertainment was important because it helped to keep up morale; it helped to foster a sense of community spirit during a time of great hardship.

5

Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe how women ‘made ends meet’ during the Depression. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1)

Eg: Women scrimped and saved and made sacrifices. LEVEL 2 A more detailed and accurate description. (2/3)

Eg: Women made the limited dole money go as far as possible: they bought cheap cuts of meat and made affordable meals; clothes were handed down from child to child or from family to family; they often went without sufficient food for themselves so that their families could keep healthy; they would take in washing or sewing in order to supplement their meagre income.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why many people moved from Wales to England during the 1930s. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: They moved for work and for better living standards. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

Eg: There was mass unemployment in the traditional industries of Wales – coal mining and steel working – so people moved in the 1930s to areas of new, light industry and mass production processes, where the government was investing money. Thousands of Welsh workers and their families were encouraged to leave Wales by the government; the Ministry of Labour set up a scheme to help unemployed workers move to popular areas like London, Coventry, Watford, Slough and Oxford. One of the biggest employers of Welsh workers was the Morris car company at Cowley near Oxford. In these areas, new housing estates were often built, affording migrant workers a better standard of living.

6


reasoned two sided response. This is required to reach Level 3. Question: Did the problems caused by the Depression in Wales and England affect

everyone equally in the 1930s? Explain your answer fully. [7]


Eg: Yes/no – lots of people suffered/Wales suffered but parts of England did not. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR



Eg: People were affected differently by the Depression in different parts of Wales and England. There was mass unemployment in South Wales, because markets for coal and steel had contracted; this was also the case in the traditional textile producing areas in Manchester and the north of England. Traditional shipbuilding areas like Jarrow in the north-east of England suffered too. Here, masses of people suffered. However, in London and the South-East and in certain parts of the English Midlands, government money was invested in the new, light industries and people here were much better off.




accurate and relevant historical detail. Eg: There was a marked difference between the areas of traditional industry and

those of new industry in Wales and England and in the problems from which these areas suffered. However, even in the areas which suffered most, people did not suffer equally. There was relative prosperity in areas like Uplands in Swansea, Garden Village in Wrexham, and Roath and Cyncoed in Cardiff. By the Special Areas Act, the steel industry built a new plant at Ebbw Vale in the late 1930s, so that the problems of the people here must have been alleviated belatedly.

7

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the Sudetenland? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: An area ‘conquered’ by Hitler. LEVEL 2 A more detailed and accurate description. (2)

Eg: The Sudetenland was part of Czechoslovakia, which was surrendered to Hitler in 1938. It had military, industrial and strategic importance.


Question: Explain why Britain accepted Germany’s re-occupation of the Rhineland in

1936. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: It belonged to Germany anyway. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

Eg: Britain accepted the re-occupation of the Rhineland because it was felt that Germany had suffered enough after the First World War and was entitled to regain the land. Britain was in no condition to resist Hitler: the country was in the throes of the Depression, had its own empire to think about and followed a policy of appeasement anyway.


Question: How important was the Munich Agreement? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: It kept the peace between Britain and Germany. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) Eg: The Munich Agreement was important because it enabled four powers to meet together – Britain, France, Germany and Italy – to have peace talks. The Sudetenland of Czechoslovakia was surrendered to Hitler and, as a result of the Agreement, both he and Chamberlain agreed ‘never to go to war with one another ever again’.


evaluation; the answer addresses the thrust of the question. (5) Eg: The Munich Agreement did delay war for a year. This was very important for Britain. However, Czechoslovakia felt betrayed by Britain and France.

8


Question: Describe Britain’s preparations for war from 1938. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: Britain got ready for an invasion.


Eg: From 1938, trenches were dug, air-raid shelters were supplied and gas masks were distributed. Radar stations were set up and the RAF was prepared for conflict. In May 1939 conscription was declared, Air Raid Precautions were strengthened, many more hospital beds were made available and plans were made for evacuating children to safety.

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the invasion of Poland in 1939 was important for Britain. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: It showed that Hitler could not be trusted and that war was inevitable. LEVEL 2 More detailed and accurate explanation; explains more than one reason (3/4)

Eg: The invasion of Poland was important for Britain because it showed that Hitler had definitely broken his promises made at Munich and was determined on a wide-scale war. After the invasion of Czechoslovakia in March 1939, Britain had made an agreement/guarantee, along with France, to support Poland in the event of an attack. When Hitler invaded Poland in September 1939, Britain had to honour that agreement and this caused Britain to declare war on Germany, on 3 September 1939.

9


reasoned two sided response. This is required to reach Level 3. Question: How successful was Britain in dealing with the threat of Germany in the1930s?


LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) Eg: Britain was successful – Hitler was appeased for several years and war was

delayed/Britain was unsuccessful – Hitler was given in to, time and again; he continued to break his promises.




Eg: Britain had a traditional policy of appeasement from the late 1920s and continued to appease Hitler by not reacting against his aggression against the Rhineland and against Austria. This was understandable as Britain was in the throes of the Great Depression and had its own empire to consider, not just Europe. Hitler appeared to be a saviour for Germany initially and Britain’s policy of appeasement seemed successful. However, Hitler then broke his promises by invading the rest of Czechoslovakia in March 1939 and then Poland, which showed that Britain was finally unsuccessful in dealing with the threat of Germany.




accurate and relevant historical detail. Eg: Chamberlain had returned as a hero from Munich: he had kept the peace and he had extracted a promise from Hitler never to fight against Britain. Britain was aware that the threat from Germany was real; the views of opponents of appeasement, like Churchill, were finally taken into account and preparations for war were begun late in 1938. Britain was more ready to deal with the threat of Germany in 1939 than it had been in 1938. Britain’s reaction to the threat of Germany in the 1930s was eventually to prove successful.

GCSE MS - Paper 04 - Depression, War and Recovery (Summer 2007)/ED 04/09/2007

1


PAPER 165/05 – RUSSIA IN REVOLUTION, 1905-1924



knowledge. Question: Use Source A and your own knowledge to describe Lenin's role in the

Bolshevik seizure of power. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture. (1)

E.g.: He is talking to the Red Guards; he is urging them on; he is their leader. LEVEL 2 Reasonable use of source with some background OR uses only the source

well OR provides accurate background only. (2) Places source in its historical context AND provides some background

detail. (3) E.g.: Source A shows that he was seen as playing a key role in boosting morale; showing leadership and direction; he was a persuasive speaker; addressing the Red Guards; he returned from exile; he convinced others that the time was right; without him the Rev. would not have taken place.



problems facing the Provisional Government in the autumn of 1917. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only.

(1/2) E.g.: It was becoming helpless faced with lots of robberies and murders;

breakdown of law and order. LEVEL 2 Clear explanation of the content with an attempt to provide some context.

(3/4) Good background knowledge ONLY award 3 marks. Needs explanation AND background knowledge for 4 marks.

E.g.: It was losing its grip on events; its power was declining; it had problems making its authority felt; its decision to carry on with the war was causing problems; its policies were not liked by all; opposition was growing – the Bolsheviks; dual power; conflict with the Soviets.

2

Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the Bolshevik

seizure of power? Explain your answer using the source and your own knowledge. [5] LEVEL 1 Generalised answer; paraphrases content of source. (1/2)

E.g.: Source C is useful because it shows the committee was very busy; shows people had little sleep; people were busy preparing.

LEVEL 2 Considers usefulness of the source in terms of its content OR Deals with some aspects of content copies / paraphrases source. OR Accurate answers based on own knowledge ONLY (3)

E.g.: Source C is useful because it suggests that the Bolsheviks were busy planning and organising events.


E.g.: Source C, written by Trotsky, shows that the Bolshevik headquarters was the nerve centre of activity; the author, Trotsky, appears to be playing an important part in events

LEVEL 3: Gives a reasoned evaluation, considering usefulness in terms of content,

origin and purpose of source (5) E.g.: Source C is taken from Trotsky's autobiography published in 1930 after he had been forced to leave the USSR; it suggests he played a central role in directing events; it may possibly be biased to make his role in events seem more important.

3

Question 1 (d) Target: (AO ii) Comprehension, analysis and evaluation of an interpretation/

representation. Question: In Source D the author is suggesting that the Bolsheviks seized power only

because of the leadership of Lenin. Is this a valid interpretation? In your answer you should use your own knowledge of the topic, refer to

the other relevant sources in this question, and consider how the author came to this interpretation. [8]

LEVEL 1 Generalised answer; paraphrases the source or attribution; tends to agree

or disagree with statement but with no real support; token two-sided answers go in here. (1/2)

E.g.: Yes, because it says that Lenin had a clear plan and was well organised; everybody else was unsure what to do.

LEVEL 2 Apply the following here: (3/4) For 3 marks: A weak one sided answer with some contextual support OR A weak two sided answer with little contextual support. For 4 marks: A reasonable one sided answer with more contextual support

OR A limited two sided answer with some contextual support. E.g.: Lenin had clear aims and played a key part in pushing for action in

October 1917. LEVEL 3 Apply the following here: (5/6) For 5 marks: A strong one-sided answer with good contextual support and

reference made to other sources (this can be inferred) OR A two sided answer with some contextual support for both

views; limited use made of other sources (this can be inferred). For 6 marks: Clear two sided answer with contextual support; use of other named sources; may refer to attribution as an interpretation from an historian.

E.g.: Some of the sources suggest that Lenin played a key role in leading the Revolution (Source A) BUT other factors also contributed such as the role of Trotsky(Source C) and the declining influence of the Provisional Government (Source B).

LEVEL 4 Strong and balanced two sided answer with good support from other

sources and own knowledge; detailed evaluation of the attribution. (7/8) E.g.: Lenin played an important role but he was not the only factor in securing the seizure of power; there is also importance of the Red Guards, the role of Trotsky, the unpopularity of the Provisional Government; the author, writing with the benefit of hindsight, has made a generalised comment suggesting Lenin played the key part; it is a narrow focus and it does not examine other factors.

4

SECTION B

Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the Comintern? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: It was a body formed by Lenin; part of the Communist Party machine. LEVEL 2 A more detailed and accurate description. (2)

E.g.: Its creation was announced at the 10th Party Conference (Third International); its purpose was to organise socialist revolutions across Europe and spread; to spread communist ideas/revolutions elsewhere.

Question 2(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how Russia was treated under the terms of the Treaty of Brest-

Litovsk. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: Badly; many harsh terms; lost lots of land; had to pay money. LEVEL 2 More detailed and accurate explanation with one reason well explained.

(3) Explains more than one reason well. (4)

E.g.: Severe terms; lost 27% of its farmland and 26% of its population, lost valuable industrial land; 26% of its railways; had to pay a fine of 3 billion roubles to Germany and Austria-Hungary

Question 2(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How successful was the policy of War Communism? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: Not very; caused problems; caused hardship in Russia. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis/

judgement, not fully sustained. (3/4) E.g.: Nationalisation of industry allowed government to control production BUT trade unions were banned; workers treated harshly; peasants not paid fair price for grain; requisition squads seized food; growing anger

LEVEL 3 Detailed and accurate explanation which provides a reasoned judgement/

evaluation; the answer addresses the thrust of the question. (5) E.g.: Grain harvests fell in 1920 and 1921 which resulted in famine; peasants not growing enough food; industry did not prosper; prices rose and inflation caused the rouble to lose its value; bartering; ultimately the policy had to be abandoned.

5

Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the work of the Cheka. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1)

E.g.: The secret police; they arrested people. LEVEL 2 A more detailed and accurate description. (2/3)

E.g.: Arrest, torture and execution of anyone who appeared disloyal to Bolshevism; the secret police, headed by Felix Dzerzhinsky; carried out the Red Terror; dealt with all opposition.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the Whites lost the Civil War. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

E.g.: too weak; Bolsheviks were better; not very well-organised. LEVEL 2 More detailed and accurate explanation; explains more than one reason.

(3/4) E.g.: Lacked unity; fought as independent armies over wide geographical area; lack of communication; did not hold the major cities; lacked strong leadership; different motives/agenda; death of Tsar meant they lost the purpose to fight.

6

Question 2(c) Target: (AO i) Explanation, analysis and evaluation of key events and issues. This question is worded in such a way as to invite the candidate to develop

a reasoned two sided response. This is required to reach Level 3. Question: Did the Bolsheviks have complete control of Russia by 1921? Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: Yes, they had won the Civil War; Lenin now ruled Russia; Russia was

communist. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two

sided answer. For 4 marks: A reasoned one sided answer OR a weak two sided answer with

some contextual support. For 5 marks: A very good one sided answer OR an unbalanced two sided

response with contextual support. E.g.: They had defeated the Whites and won the Civil War; but opposition still existed in places; Lenin was beginning to make changes.




E.g.: By 1921 Russia was a one-party state controlled by the Communists; they were beginning to lay the foundations of Communism; they exercised political control via the Politburo and Orgburo; BUT they had to use the Cheka to ensure loyalty and use propaganda and censorship to control people, Lenin's illness and the lack of a line of succession; accept ref. to NEP.

7

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the Kronstadt Rebellion? (2) LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: When some people protested; an uprising; soldiers fighting protesters. LEVEL 2 A more detailed and accurate description. (2)

E.g.: sailors and dockyard workers went on strike; demanded end of War Communism; Trotsky sent 60,000 troops to crush uprising; three week struggle; 10,000 killed or sent away.

Question 3(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain the economic condition of Russia in 1921. (4) LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

E.g.: Russia faced bad conditions; people starving; weak economy. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

E.g.: economy in ruins; drained by civil war; policy of War Communism caused hardship; fall in industrial and agricultural output; drought in 1920-1921 resulted in famine; introduction of NEP.

Question 3(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How successful was the New Economic Policy (NEP)? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: it brought in changes; put people back to work. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: helped bring about some relief after War Communism; led to a rise in production; helped Russia recover from famine.


evaluation; the answer addresses the thrust of the question. (5) E.g.: kept the Communists on power; allowed farmers to keep some profits which caused them to produce more; rise of Nepmen; got country back on its feet; shows Lenin's political ability; to some it was not successful - a betrayal of communist ideas.

8

Question 3(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the power struggle to succeed Lenin between 1921-24. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: several men wanted to become the new leader after Lenin; Lenin was ill. LEVEL 2 A more detailed and accurate description. (2/3)

E.g.: Lenin refused to name a successor; his illness caused a struggle between Trotsky, Stalin, Kamenev and Zinoviev; Stalin outmanoeuvred others using his position as General Secretary to appoint his supporters to positions of importance.

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how the Communist government attempted to change Russia's

cultural life between 1921-24. [4] LEVEL 1 Generalised answer; only one reason given OR description only (1/2) E.g.: they took control of all cultural events and activities; state control LEVEL 2 More detailed and accurate explanation; explains more than one reason.

(3/4) E.g.: Communist interpretation of all things cultural – the visual arts, theatre, film, the media, all writing; everything had to show the Communist version of Russia's past; Lenin and the Bolsheviks were the hero figures; religion; women; education.

9

Question 3(c) Target: (AO i) Explanation, analysis and evaluation of key events and issue. This question is worded in such a way as to invite the candidate to develop a

reasoned two sided response. This is required to reach Level 3. Question: Had Lenin created a strong Communist state by 1924? [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: Yes – defeated the whites; ended the civil war; Communists now ruled

the country; no opposition allowed; people arrested. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two

sided answer. For 4 marks: A reasoned one sided answer OR a weak two sided answer

with some contextual support. For 5 marks: A very good one sided answer OR an unbalanced two sided

response with contextual support. E.g.: he had secured the Bolshevik take-over of power; laid the foundations of the Communist state; created a one-party state; took steps to eliminate opposition; control of the press; propaganda and censorship; all gave the impression of strong government; reforms – women, education, the church.


For 6 marks: A good explanation / evaluation of the topic but lacking some detail or balance. For 7 marks: A reasoned and supported two sided answer with good balance, using accurate and relevant historical detail. E.g.: Communist state continued after Lenin's death but had problems/weaknesses; some saw NEP as a betrayal of communist ideals; uncertainty over succession; did not train a successor and therefore left a power struggle; struggle between Trotsky and Stalin over ideology and leadership; Russia still weak after the famine and the Civil War.

GCSE MS - Paper 05 - Russia (Summer 2007)/AOB

1


PAPER 165/06 – UNITED STATES OF AMERICA, 1910-1929



knowledge. Question: Use Source A and your own knowledge to describe why sport became so

popular during this period. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture.

(1) E.g.: Source A shows people liked watching it; they had money to go and watch.

LEVEL 2 Reasonable use of source with some background OR uses only the source


detail. (3) E.g.: Source A shows that new stadia were built; popularity of certain sports like baseball; went to see sporting heroes like Babe Ruth; live commentary on the radio; more leisure time.



changing lifestyle of American women during the 1920s. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) E.g.: they could vote; they rode motorbikes; drove cars; flew planes; smoked. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) Good background knowledge ONLY award 3 marks. Needs explanation AND background knowledge for 4 marks.

E.g.: new Flapper lifestyle; adopted new fashions in dress and make-up; abandoned chaperones; new Jazz clubs and dances; more liberal and independent lifestyle; adopted traditional masculine pursuits like driving, smoking drinking.

2

Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying why Jazz

music became popular? Explain your answer using the source and your own knowledge. [5] LEVEL 1 Generalised answer; paraphrases content of source. (1/2)

E.g.: Source C is useful because it says that music is entering more and more into the daily lives of people; new ideas; new blood.

LEVEL 2 Considers usefulness of the source in terms of its content OR Deals with some aspects of content copies / paraphrases source OR Accurate answers based on own knowledge ONLY. (3)

E.g.: Source C is useful because it says this is a new style of music from black Americans; experimentation with new styles; new dances.

Deals with content of source well and considers origin of source (4) E.g.: Source C, written at the time, shows it is a break with traditional music; new rhythm and beat. There will be some discussion of the type of source.


origin and purpose of source. (5) E.g.: Source C, written at the time by a Jazz musician, is valuable for its content value with references to innovative styles and techniques; the author is black and is likely to be boastful of the new style of music; would expect him to say they are breaking into new fields; useful because it is the view of somebody involved in the Jazz phenomenon but must be treated with some care.

3

Question 1 (d) Target: (AO ii) Comprehension, analysis and evaluation of an interpretation /

representation. Question: In Source D the author is suggesting that the rise of the cinema was the

main change to affect American culture and society during the 1920s. Is this a valid interpretation? In your answer you should use your own knowledge of the topic, refer to

the other relevant sources in this question, and consider how the author came to this interpretation. [8]


or disagree with statement but with no real support. (1/2) E.g.: Yes – source D says that people liked going to the cinema; they wanted

to see a moving picture; they wanted to watch a film. LEVEL 2 Apply the following here: (3/4) For 3 marks: A weak one sided answer with some contextual support OR A weak two sided answer with little contextual support. For 4 marks: A reasonable one sided answer with more contextual support

OR A limited two sided answer with some contextual support. E.g.: going to the cinema was very popular at this time; it was cheap

entertainment; it was one of many popular pastimes to emerge during the 1920s. LEVEL 3 Apply the following here: (5/6) For 5 marks: A strong one-sided answer with good contextual support and



E.g.: the interpretation is mostly accurate as people enjoyed going to the cinema; this became very popular; it was the era of the silent movie; popularity of film stars such as Charlie Chaplin and Clara Bow; cheap affordable entertainment; will hint at other changes – flappers (Source B), Jazz (Source C), mass sport (Source A).


sources and own knowledge; detailed evaluation of the attribution. (7/8) E.g.: elaborates upon the importance of the cinema in terms of affecting social change in lifestyle and leisure; attempts to evaluate it in relation to other important changes such as Jazz, sport, fashion, impact of motor car. It is the view of a modern historian, written with the benefit of hindsight, but is still his viewpoint; other historians might identify other factors as being important such as the impact of the motor car.

4

SECTION B

Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the Sacco and Vanzetti case? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: It was a trial of two men, Sacco and Vanzetti. LEVEL 2 A more detailed and accurate description. (2)

E.g.: two Italian immigrants, Nicola Sacco and Bartolomeo Vanzetti, were put on trial accused of robbery and murder; public opinion and the press was against them; put on trial in 1921, found guilty and executed by electric chair in 1927; part of the Red Scare hysteria.

Question 2(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the US government introduced prohibition. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: to stop people drinking; to stop drunkenness; to make life better. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

E.g.:campaigns by various groups such as the Anti-Saloon League and Temperance Union; religious groups claimed alcohol was an evil; desire to improve moral standards and family values.

Question 2(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How successful were the attempts to restrict immigration into the USA? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: passed laws to stop many of them; only a few immigrants allowed to

enter the USA; they introduced controls. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: successful; passed a number of acts to restrict and control immigration such as the Literacy Test (1917), Emergency Quota Act (1921), National Origins Act (1924); each act was stricter than the previous one; they did reduce numbers.


evaluation; the answer addresses the thrust of the question. (5) E.g.: success was mixed; numbers did reduce from southern and eastern Europe; but there remained a growing phobia at home over immigrants and an increase in racial tension.

5

Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the work of the NAACP. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1)

E.g.: set up to help black Americans; gave support; organised events; gives the meaning of NAACP.


E.g.: designed to fight segregation; opposed racism and segregation through legal action and non-violent activities; organised marches and demonstrations; helped fight legal case.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why many black Americans migrated north during the 1920s [4] LEVEL 1 Generalised answer; only one reason given OR description only (1/2)

E.g.: to find a job; to get a better life; to get more freedom. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

E.g.: to find work in the industrial cities of the north like Chicago, Detroit, Philadelphia; the prospect of a better life; to avoid the laws of segregation; the get away from the activities of the KKK.

6


reasoned two sided response. This is required to reach Level 3. Question: Was racism the main problem facing the American people during this

period? Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: Yes, due to the activities of the KKK; the fear of immigrants; black

Americans were attacked and abused. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: there was an increase in racism in the 1920s; growing concern over immigration such as the Red Scare; growing membership of the KKK in the southern states; tension in the northern cities; ill-treatment of native Americans; alludes to other problems but does no develop them such as violence and illegal drinking.

LEVEL 3 To distinguish between 6 and 7 marks apply the following: (6-7)



E.g.: racism was a major problem especially in the southern states and the industrial cities of the north BUT there were other problems such as abuse of prohibition laws, growth of gangsterism and violent crime and corruption; immigration; the Red Scare.

7

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What were the Fourteen Points? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: a list of points which aimed to stop war. LEVEL 2 A more detailed and accurate description. (2)

E.g.: a list compiled by President Wilson; part of his idea to secure peace in Europe and avoid future warfare; called for the creation of a League of Nations.

Question 3(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how life in America was affected by the First World War. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

E.g.: American men sent to Europe to fight; more control by government; hatred of Germans.


E.g.: more government control and regulation of the economy such as War Industries Board and Food Administration Department; planting of 'victory gardens'; conscription; women entering factories, mines and farms; increase in taxes; German banned in schools; improvements in the economy; changes in lifestyle of women; now working; vote given to women.

Question 3(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How successful was President Wilson in getting America to join the

League of Nations? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: it was set up but America did not join. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: there was strong opposition within America against joining; Lodge's objections; Congress rejected Wilson's request for the US to join.


evaluation; the answer addresses the thrust of the question. (5) E.g.: the League came into being in 1920 but without America; Wilson toured US cities to win support but his idea was rejected; it caused his health to fail; his dream of American joining was not realised

8

Question 3(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the Washington Naval Agreements. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: agreements signed in Washington; to do with the navy. LEVEL 2 A more detailed and accurate description. (2/3)

E.g.: major disarmament conference held in Washington in 1921-22; an attempt to deal with the naval threat posed by Japan; various agreements signed – Five Powers (1921), Four Powers (1921), Nine Powers (1922).

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how America attempted to deal with the war debts problem in

Europe [4] LEVEL 1 Generalised answer; only one reason given OR description only (1/2) E.g.: America wanted its money back from Europe; helped Germany sort out

its debt repayments. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

E.g.: held a conference chaired by Charles Dawes to discuss reparations / war debts; the Dawes plan (1924) re-negotiated Germany's payments; the Young Plan (1929) extended payments over 59 years; additional money was lent to.

9


reasoned two sided response. This is required to reach Level 3. Question: Was America fully isolationist during the 1920s? [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: Yes because America did refuse to take part in world affairs; America

shut herself away. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: the government said it was isolationist and attempted to restrict American involvement in world affairs BUT she did interfere in some instances such as protection of US trade via tariffs, securing loan repayments from Europe, dollar diplomacy.


For 6 marks: A good explanation / evaluation of the topic but lacking some detail or balance. For 7 marks: A reasoned and supported two sided answer with good balance, using accurate and relevant historical detail. E.g.: in theory yes – America continued to follow the Monroe doctrine BUT she did bow to practical considerations; may make reference to the naval threat from Japan, the war debts problem in Europe, the Kellogg-Briand Pact or dollar diplomacy in South America. It was not possible for a country with such economic might to remain isolationist; practicalities of trade made this impossible – a compromise policy was reached.

GCSE MS - Paper 06 - USA (Summer 2007)/AOB

1


PAPER 07 – GERMANY, 1919-1945


SECTION A


knowledge. Question: Use Source A and your own knowledge to describe Nazi Party rallies. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture. (1) E.g.: Source A shows large gathering of Party members listening to Hitler

giving a speech. LEVEL 2 Reasonable use of source with some background OR uses only the source


detail. (3) E.g.: Colourful display of party strength and unity – flags, banners, uniform, music; speeches given by leading Nazi figures; Nuremberg rallies addressed by Hitler; used for propaganda purposes.


knowledge. Question: Use the information in Source B and your own knowledge to explain how

the Great Depression affected life in Germany. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) E.g.: The Great Depression led to people voting for extremist parties. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) Good background knowledge ONLY award 3 marks. Needs explanation AND background knowledge for 4 marks.

E.g.: The Great Depression caused the collapse of the German economy, largely due to the calling in of foreign loans; factories closed; rising unemployment; government seemed to be doing nothing; people voted for radical solutions.

2

Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the methods

used by the Nazis to win votes? Explain your answer using the source and your own knowledge. [5] LEVEL 1 Generalised answer; paraphrases content of source. (1/2)

E.g.: Source C is useful because it says Hitler was a good speaker; he made promises that no one else did.

LEVEL 2 Considers usefulness of the source in terms of its content OR Deals with some aspects of content copies / paraphrases source OR Accurate answers based on own knowledge ONLY (3)

E.g.: Source C is useful because it shows the ability of Hitler to persuade his audience; telling the people what they most wanted to hear; the promise of hope and a better future.


E.g.: It is someone’s memories. Source C is written by a German who lived at that time, and tells of a speech given by Hitler. This would make the source useful because it is first-hand evidence.


origin and purpose of source. (5) E.g.: Source C suggests Hitler was a good orator; he had persuasive qualities; the Nazis made use of propaganda; it is the reminiscence of a German whose parents voted Nazis; it provides first-hand evidence why some voted Nazis BUT it needs to be treated with care as not all Germans would have been persuaded in this way.

3


representation. Question: In Source D the authors are suggesting that the Nazis got to power mainly

because of their own actions. Is this a valid interpretation? [8] In your answer you should use your own knowledge of the topic, refer to the other relevant sources in this question, and consider how the author came to this interpretation.


or disagree with statement but with no real support; token two-sided answers go in here. (1/2) E.g.: Yes because it says they had strong leadership, good organisation and clever promises; Hitler was good; people liked what he said and what he promised to do.


OR A limited two sided answer with some contextual support. E.g.: The Nazis were led by a strong leader, Hitler, who was good at giving

speeches; he was clever at promising people what they most wanted such as jobs; but other factors helped make the Nazis popular.




E.g.: The above with additional development; the economic condition of Germany changed after 1929 (Source B) and made people desperate (Source C), the organisational qualities of the Nazi Party (Source A).


sources and own knowledge; detailed evaluation of the attribution. (7/8) E.g.: There was a combination of factors; the Nazis because of their strong leadership and good organisation were able to take full advantage of the economic depression resulting from the Wall Street Crash; without the Depression Hitler would not have had the opportunity; it is a considered view of modern historians; they would have the benefit of the latest research BUT it is only a narrow viewpoint; the bigger picture has not been examined.

4

SECTION B

Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the Weimar Republic? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: The government; the body that ruled Germany during the 1920s; the

government before Hitler. LEVEL 2 A more detailed and accurate description. (2)

E.g.: The new regime that ruled Germany after the fall of the Kaiser; the period 1919-1933; an elected government headed by a President; named after the town of Weimar, democratically elected.

Question 2(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why many Germans disliked the Treaty of Versailles. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: They did not like its terms; thought it was too harsh; seen as being

unfair. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

E.g.: They saw it as a diktat; they disliked many of the terms such as War Guilt, reparations, reduction in armed forces, loss of land; feeling of humiliation.

Question 2(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How successful was the Munich Putsch of 1923? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: Not very; it failed. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: The failure of the Putsch will be described; von Kahr had informed the Munich police of the plan; police were waiting; several Nazis killed; Hitler injured; Ludendorff was arrested; Hitler captured later; put on trial and sent to prison.


evaluation; the answer addresses the thrust of the question. (5) E.g.: The Putsch ultimately failed in its objective of seizing power; the Nazi Party was banned and its leader imprisoned BUT had long term repercussions; through publicity of trial Hitler had made a name for himself and his party; convinced Hitler that he must use other means to get to power.

5

Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the effects of hyper-inflation. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1)

E.g.: Prices kept on rising; people without jobs and food. LEVEL 2 A more detailed and accurate description. (2/3)

E.g.: Rapid rise in prices; mark became worthless; people paid frequently; bartering became the norm; massive downturn in the economy; sharp rise in unemployment.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the German economy collapsed in 1929. [4] LEVEL 1 Generalised answer; only one reason given OR description only (1/2)

E.g.: Wall Street Crash happened and people began to lose their jobs. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

E.g.: Effects of the Wall Street Crash; heavy reliance upon US finance; US loans called in; loss of confidence; orders cancelled; people made redundant.

6


reasoned two-sided response. This is required to reach Level 3. Question: Did Gustav Stresemann succeed in solving all the problems faced by the

Weimar republic up to 1929? Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support (1/2)

E.g.: Yes Germany recovered under his leadership; he made things good again. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: He brought stability after the economic crisis of the early 1920s; he ended hyper-inflation; introduced new currency; re-negotiated reparation payments; got Germany back into the ranks of the Great Powers.

LEVEL 3 To distinguish between 6 and 7 marks apply the following (6-7)

For 6 marks: A good explanation/evaluation of the topic but lacking some detail or balance.


E.g.: On the surface he seems to have done very well; Weimar was prosperous by the late '20s BUT this prosperity came at a price; 'dancing on a volcano'; heavy reliance upon US loans; in the long term he did not solve the problems.

7

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the National Reich Church? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: Hitler's church; a church controlled by the Nazis. LEVEL 2 A more detailed and accurate description. (2)

E.g.: A Nazified church; replacement of cross and Bible with sword and 'Mein Kampf'; priests had to give Nazi salute; emphasis upon civil ceremony.


Question: Explain how the Nazis changed the lives of German women. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

E.g.: Expected to have many children; they looked after the home; housewives. LEVEL 2 More detailed and accurate explanation with one reason well explained (3) Explains more than one reason well. (4)

E.g.: Lost the advantages made during Weimar; had to give up jobs; become housewife and mother; emphasis upon family values; forbidden to wear make-up, dye hair; the Three K's.

Question 3(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How successful were the Nazis in reducing unemployment? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: Very successful; created lots of jobs; put many Germans back to work. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: Introduced a range of policies which created jobs – rearmament and conscription, public works, autobahns; the RAD organisation; changes to the role of women; this resulted in a massive fall in unemployment statistics.


evaluation; the answer addresses the thrust of the question. (5) E.g.: Appears to be very successful; reduction from 6.2 million to 100,000 BUT these figures are not accurate; Jews and German women not counted; unemployment was much higher than that officially stated.

8

Question 3(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the role of Josef Goebbels. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: An important Nazi; he worked in the Nazi government; friend of Hitler's.

LEVEL 2 A more detailed and accurate description. (2/3) E.g.: Nazi Minister of Enlightenment and Propaganda; in charge of all censorship and propaganda; controlled what was printed and broadcast; the master of manipulation.

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how the Nazis changed education. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

E.g.: Controlled what was taught; teachers had to do what they were told. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

E.g.: Strict control of the curriculum; Nazification of subjects such as history and biology; control of teachers; strong element of censorship and propaganda; creation of new types of schools; distinction between education of boys and girls; German Teachers League, reference to the Hitler Youth.

9


reasoned two-sided response. This is required to reach Level 3. Question: Did all German people benefit from the changes introduced by the Nazis

during the period 1933-39? Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: Yes, most did; were provided with jobs and now had money. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: Many Germans did benefit from getting a job; steady wages; improved economy; better lifestyle; range of consumer goods; benefits of being a member of the Nazi Party; strong government and leadership; BUT not all Germans did well – Jews; some women lost out on careers.

LEVEL 3 To distinguish between 6 and 7 marks apply the following (6-7)

For 6 marks: A good explanation / evaluation of the topic but lacking some detail or balance

For 7 marks: A reasoned and supported two sided answer with good balance, using accurate and relevant historical detail

E.g.: Depended upon ethnic background and personal circumstances; Aryans generally did well; they had jobs steady income, subsidised leisure activities; change of role for German women which some resented; some groups did not do well – Jews, gypsies, political enemies of the state; opening of concentration camp at Dachau; loss of personal freedom; fear of the SS and Gestapo.

GCSE MS - Paper 07 - German (Summer 2007)/AOB

1


PAPER 08: CHINA UNDER MAO ZE DONG, 1949-1976


SECTION A


knowledge. Question: Use Source A and your own knowledge to describe attempts to increase

industrial production during the Great Leap Forward. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture. (1) E.g.: Source A shows lots of people and lots of furnaces; making large

amounts of iron. LEVEL 2 Reasonable use of source with some background OR uses only the source


detail. (3) E.g.: Source A shows the smelting of iron ore in crude backyard furnaces;

"Backyard Steel" campaign; attempt to make every village produce its own steel.



causes of famine in China during the early 1960s. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) E.g.: ending of private farming; discouraged peasants from producing too

much food. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) Good background knowledge ONLY award 3 marks. Needs explanation AND background knowledge for 4 marks. E.g.: farmers lost the incentive to produce any surplus; the reporting of

false/inflated production yields; ideas of Lysenko proved worthless; disastrous policies such as pest control of sparrows/wild birds; bad weather; concentration upon steel production.

2

Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the Great

Leap Forward? [5] LEVEL 1 Generalised answer; paraphrases content of source. (1/2) E.g.: Source C is because it tells us that the people had been working hard at

Dazhai; the project is progressing very fast; they have pride in what they have done.

LEVEL 2 Considers usefulness of the source in terms of its content OR deals with

some aspects of content copies / paraphrases source. Accurate answers based on own knowledge ONLY go in here. (3) E.g.: Source C is useful because it illustrates the success of Dazhai commune;

its people have terraced the steep slopes; they are very proud of their achievement.

Deals with content of source well and considers origin of source. (4) E.g.: Source C, written at the time, shows a successful project of the Great

Leap Forward; it is the view of a foreigner – an Australian lecturer. LEVEL 3: Gives a reasoned evaluation, considering usefulness in terms of content,

origin and purpose of source. (5) E.g.: Source C written at the time by a foreigner; he was taken to Dazhai by

the authorities; they wanted to show it off; it suggests that the Great Leap Forward was going ahead very well.

3


representation. Question: In Source D the author is saying that the Great Leap Forward was a failure. Is this a valid interpretation? [8] In your answer you should use your own knowledge of the topic, refer to

the other relevant sources in this question, and consider how the author came to this interpretation.


disagree with statement but with no real support; token two-sided answers go in here. (1/2)

E.g.: source D is a valid view as it says that the Great Leap Forward was a failure.


OR A limited two sided answer with some contextual support. E.g.: the Great Leap Forward was a failure, the Chinese people did not have the

expertise to make the plan work; hints that Source C shows it was a success. LEVEL 3 Apply the following here: (5/6) For 5 marks: A strong one-sided answer with good contextual support and


views; limited use made of other sources (this can be inferred). For 6 marks: Clear two sided answer with contextual support; use of other

named sources; will refer to attribution as an interpretation from an historian.

E.g.: the steel produced in Source A was useless; the collectivisation in Source B contributed towards the famine; Source C counters this view by showing success at Dazhai with the Chinese people being successful in terracing the steep slopes to grow rice.


sources and own knowledge; detailed evaluation of the attribution (7/8) E.g.: The interpretation was written, with the benefit of hindsight, by a

modern historians; who have reached a balanced viewpoint that the Great Leap Forward was ultimately a failure; it is the view of somebody who has researched the topic and who now knows Dazhai was not the success the authorities claimed it was.

4

SECTION B

Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: Who is the Dalai Lama? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: a religious man; type of monk. LEVEL 2 A more detailed and accurate description. (2) E.g.: Buddhist leader of Tibet; seen as a God by Tibetans; owner of all the

land; forced to flee Tibet after the Communist takeover. Question 2(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why China gave its support to North Korea in the early 1950s. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: wanted to help North Korea; shared a border with North Korea; worried

by events in North Korea. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4) E.g.: concerned by US/UN actions in South Korea; part of the Cold War

scenario; did not want North Korea to fall to the capitalists; fear of invasion of China itself.

Question 2(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How successful was China in its dealings with India? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: they quarrelled; two countries did not like each other. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: came into conflict with India over China's treatment of Tibet; Dalai

Lama and Tibetan refugees fled to India following 1958 rebellion; conflict over the building of the Aksayquin highway.


evaluation; the answer addresses the thrust of the question. (5) E.g.: fighting broke out in 1962 along eastern and western borders; Indian

troops quickly beaten; relations remained tense; China refused to bow to India's requests to leave Tibet.

5

Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe China's involvement in the Vietnam War. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: she took part; played a part; supported the communists. LEVEL 2 A more detailed and accurate description. (2/3) E.g.: she supported communist North Vietnam; supplied them with weapons

and trained their soldiers; determined to stop North Vietnam falling to the capitalists.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the Sino-Soviet split occurred. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: two countries fell out; change of leaders; Mao feared the USSR. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4) E.g.: growing differences over their interpretation of communism; change of

Russian leadership; Khrushchev and 'Peaceful Co-existence'; Mao's growing suspicion of Russian motives; border clashes; withdrawal of Russian aid.

6


reasoned two-sided response. This is required to reach Level 3. Question: Did China have better relations with the USSR rather than with the USA

during the period 1949-1976? Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: yes as both were communist; had more in common with the USSR; USSR

helped China. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: yes to begin with China worked closely with the USSR; Mao's friendship

with Stalin; heavy reliance upon USSR during the early 1950s; but then things changed with Sino-Soviet split; Mao v Khrushchev; limited friendship with the USA during the 1950s and 1960s; clashes over Korea and Vietnam.

LEVEL 3 To distinguish between 6 and 7 marks apply the following. (6-7) For 6 marks: A good explanation / evaluation of the topic but lacking some

detail or balance. For 7 marks: A reasoned and supported two sided answer with good balance,

using accurate and relevant historical detail. E.g.: switch in China's policy following Sino-Soviet split; attempt to become

independent during mid-late 1960s but increasing develops a friendship with USA in the early 1970s; Nixon's visit to China 1972; reversal of friendships between 1949-1976.

7

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the 'capitalist road'? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: capitalist policies. LEVEL 2 A more detailed and accurate description. (2) E.g.: policies of the moderates; the ideas of Liu Shaoqi and Deng Xiaoping

which Mao claimed would take China along a 'capitalist road'. Question 3(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why Mao introduced the Cultural Revolution. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: to spread communist ideas; to make people read the Little Red Book. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4) E.g.: he was worried about the future of communism; he thought many Party

officials had become too conservative and against change; wanted to educate the young in communist doctrine to turn China back to the 'Socialist road'; to boost his own support.

Question 3(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How successful was Mao in encouraging young people to take part in the

Cultural Revolution? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: many became Red Guards; most were willing to work for Mao. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: many became fanatical followers of the 'Little Red Book' and toured the

country spreading Mao's doctrine. LEVEL 3 Detailed and accurate explanation which provides a reasoned judgement /

evaluation; the answer addresses the thrust of the question (5) E.g.: some became over zealous and fanatical, carrying out atrocities and

taking the law into their own hands.

8

Question 3(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the 'Four Olds'. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: attack on the past; attack upon the old China. LEVEL 2 A more detailed and accurate description. (2/3) E.g.: attempt to rid the new China of relics from the past; the Four Olds –

ideas, culture, customs and habits. Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why Mao ended the Cultural Revolution. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: they seemed to be out of control. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4) E.g.: excesses of Red Guards; threat of civil war between rival Red Guard

factions; economic disruption; threat of economic and social collapse.

9


reasoned two-sided response. This is required to reach Level 3. Question: Did all Chinese people benefit from the Cultural Revolution: Explain

your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: some did, some did not; young had a good time; many older Chinese suffered. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: positives: young people benefited; toured the countryside spreading

Maoist doctrine; negatives: many suffered under the Red Guards; destruction of Chinese culture and tradition.



using accurate and relevant historical detail. E.g.: mixed results – educated a new breed of Chinese in communist doctrine;

it reinforced Maoist doctrine; made Mao more popular; development of cult image; economic life of country affected in negative way – fall in industrial and agricultural production; young missed out on education; many arrests and killings.

GCSE MS-Paper 08 - China (Summer 2007)/AOB

1


PAPER 09 – SOUTH AFRICA, 1960-1994



knowledge. Question: Use Source A and your own knowledge to describe the main features of

the Bantu Education Act. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture. (1) E.g.: to give black South Africans a separate education; not as good as the

education for whites; to keep the black population poor. LEVEL 2 Reasonable use of source with some background OR uses only the source


detail. (3) E.g.: designed to provide an inferior education; (1953); just enough education

to get jobs in factories; taught in their mother tongues; secondary schools built in homelands to keep black people out of white areas.



effect of the Group Areas Act. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) E.g.: to take away the rights of black people to own property; to carry out

slum-clearance; town-planning; to achieve relocation. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) Good background knowledge ONLY award 3 marks. Needs explanation AND background knowledge for 4 marks. E.g.: part of the process of apartheid; designed to make people of different

races live in different places; to move the black people out of white areas; to create white only living areas..

2

Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the reasons

for the introduction of separate development? Explain your answer using the source and your own knowledge. [5]

LEVEL 1 Generalised answer; paraphrases content of source. (1/2) E.g.: Source C says it was designed to secure the happiness, security and

stability of all groups; to seek justice for all. LEVEL 2 Considers usefulness of the source in terms of its content OR Deals with some aspects of content copies / paraphrases source OR

Accurate answers based on own knowledge ONLY. (3) E.g.: Source C is useful because it suggests that separate development was

designed to be fair to both the Bantu and the whites; it would secure a stable and secure system; it would protect the language.

Deals with content of source well and considers origin of source (4) E.g.: Source C, written at the time, by Verwoerd; it is a biased viewpoint; he

says it is a fair and just policy. LEVEL 3: Gives a reasoned evaluation, considering usefulness in terms of content,

origin and purpose of source. (5) E.g.: Source C is the viewpoint of Verwoerd, the architect of apartheid; he

represents the viewpoint of the whites and you would expect him to say that separate development was fair.

3

Question 1 (d) Target: (AO ii) Comprehension, analysis and evaluation of an interpretation/

representation. Question: In Source D the authors is saying that apartheid was an unfair system

used by the South African government. [8] In your answer you should use your own knowledge of the topic, refer to

the other relevant sources in this question, and consider how the author came to this interpretation.


or disagree with statement but with no real support; token one-sided answers go in here. (1/2)

E.g.: Source D says that apartheid was an unfair system and it was. LEVEL 2 Apply the following here: (3/4) For 3 marks: A weak one sided answer with some contextual support OR A weak two sided answer with little contextual support. For 4 marks: A reasonable one sided answer with more contextual support

OR A limited two sided answer with some contextual support. E.g.: it was designed to keep the white minority in power and to keep the black

population under control; the Bantu Education Act and the Group Areas Act helped to do this.





E.g.: laws such as the Bantu Education act 1953 (Source A) and Group Areas Act 1950 (Source B) were introduced to impose apartheid; the white leadership (Source C) did not see the apartheid laws as being unfair; Verwoerd saw separate development as being a just and fair system.


sources and own knowledge; detailed evaluation of the attribution. (7/8) E.g.: Sources A and B highlight the unfairness of the system; Source C

counters this view but it is a very biased statement; Source D is the view of a modern historian who has researched the topic and is writing with the benefit of hindsight; she is able to take a detached, informed overview.

4

SECTION B

Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the Rivonia Trial? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: black South African men put on trial; given harsh punishment. LEVEL 2 A more detailed and accurate description. (2) E.g.: the arrest of the leaders of the MK; government held a show trial at

Rivonia (1964); eight men charged with treason (inc. Mandela); given life imprisonment and sent to Robben Island.

Question 2(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why Steve Biko was arrested. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: He spoke out against apartheid; he demanded change; he was a popular

leader. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4) E.g.: his leadership of SASO caused concern for the authorities; his work for

Black Consciousness Convention; very popular speaker; 1976 Soweto students inspired by Biko's ideas; 1977 Biko arrested.

Question 2(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How important were the protests against the Pass Laws at Sharpeville?[5] LEVEL 1 Generalised answer, making few relevant points (1/2) E.g.: many black protestors killed; police opened fire on crowd. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: peaceful protest turned to violence; police opened fire; 69 killed, 186

wounded; seen as a massacre; authorities took harsh action. LEVEL 3 Detailed and accurate explanation which provides a reasoned judgement /

evaluation; the answer addresses the thrust of the question. (5) E.g.: the massacre brought the apartheid laws to the world's attention;

condemned by the international community; led to the banning of the ANC & PAC; state of emergency declared; 18,000 detained; forced ANC & AC underground and to change tactics – to use violence.

5

Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the acts of civil disobedience organised by the ANC. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: speaking out against apartheid; protesting. LEVEL 2 A more detailed and accurate description. (2/3) E.g.: peaceful protests such as marches and demonstrations; walking through

'forbidden areas' without their passes; the 'Freedom Charter'. Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why unrest broke out at Soweto in 1976. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: police opened fire on a group of protestors; bad relations between police

and protestors. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4) E.g.: background of rising tension following educational reforms forcing the

teaching of Afrikaans; student protest in June 1976; eruption of violence followed; over half of the population was under 20 years of age; the effects of Black Consciousness and Steve Biko.

6

Question 2(c) Target: (AO i) Explanation, analysis and evaluation of key events and issues. The question is worded in such a way as to invite the candidate to develop a

reasoned two-sided response. This is required to reach Level 3. Question: Were black South Africans united in their opposition to apartheid?

Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: yes they all wanted to end apartheid; they all criticised the government. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: some disagreement over methods – PAC formed due to non-violent

attitude of ANC; both groups switched to using violence after Sharpeville; black church leaders used more peaceful methods.

LEVEL 3 To distinguish between 6 and 7 marks apply the following: (6-7) For 6 marks: A good explanation / evaluation of the topic but lacking some

detail or balance. For 7 marks: A reasoned and supported two sided answer with good

balance, using accurate and relevant historical detail. E.g.: they all had a common aim to end apartheid but their methods differed

and changed over time; ANC originally non-violent; formation of breakaway PAC (1959) by Robert Sobukwe; creation of militant wings after Sharpeville – MK & Poqo; Biko and Black Consciousness movement; black church leaders used peaceful protest.

7

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What is Inkatha? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: a black organisation. LEVEL 2 A more detailed and accurate description. (2) E.g.: a Zulu organisation; a political organisation for Zulus; led by chief

Mangosutha Buthelezi. Question 3(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why P.W. Botha introduced changes to the apartheid system. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: he needed to; he faced many problems; to stay in power. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4) E.g.: economic problems – depression, foreign investment withdrawn, boycotts

imposed, rising unemployment; increased guerrilla attacks; he realised the need for change.

Question 3(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How important was the general election of 1994? [5] LEVEL 1 Generalised answer, making few relevant points (1/2) E.g.: very important; it changed the government. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: South Africa's first elections based on universal suffrage; brought

change of government; ANC won 62% of vote, Nationalists 20%, Inkatha 10%; Mandela became President.


evaluation; the answer addresses the thrust of the question. (5) E.g.: a landmark in country's history; South Africa's first free election; end of

White rule; South Africa's first black leader is Mandela.

8

Question 3(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe how South Africa was accepted back into the international

community in the early 1990s. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: countries started dealing with South Africa again. LEVEL 2 A more detailed and accurate description. (2/3) E.g.: sanctions lifted in October 1993; sporting and cultural links resumed;

international trade recommenced. Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how black church leaders opposed apartheid. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: they spoke out against apartheid; they gave critical speeches; they

campaigned for change. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4) E.g.: important in influencing public opinion; status figures who carried

weight; Boesak demanded the release of Mandela and was imprisoned; Tutu became first black Archbishop of Cape Town; he was very critical of apartheid; he called for tough sanctions.

9


reasoned two-sided response. This is required to reach Level 3. Question: Were economic problems the main reason why apartheid was ended?

Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: yes, because South Africa's economy was doing badly. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: South Africa was facing growing economic problems during the 1980s –

rising unemployment, sanctions were biting, lack of international trade; BUT other factors helped to bring change such as De Klerk.



using accurate and relevant historical detail. E.g.: the economic hardships are discussed and weighed against other factors

– the realisation from De Klerk that change was needed; power-sharing; pressure from events outside South Africa; release of Mandela.

GCSE MS - Paper 09 - South Africa (Summer 2007)/AOB

1


PAPER 10: THE AMERICAN WEST, 1865-1895



knowledge. Question: Use Source A and your own knowledge to describe why Billy the Kid

became well-known. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture. (1) E.g.: Source A shows he shot people; was a violent person; a criminal. LEVEL 2 Reasonable use of source with some background OR uses only the source

well OR provides accurate background only. (2) Places source in its historical context AND provides some background detail. (3)

E.g.: He was a legend of the 'Wild West'; led a life of crime; at 18 shot and killed a blacksmith; escaped prison and became a hired gun in Lincoln County; legend has it he killed 21 men by the time he was 21; hunted down by Pat Garrett; stories of his activities re-told in 'dime' novels; newspaper reports.


knowledge. Question: Use the information in Source B and your own knowledge to explain why

it was difficult to enforce law and order in the American West. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) E.g.: A vast area; transport slow; new towns sprang up quickly; people had

guns. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) Good background knowledge ONLY award 3 marks. Needs explanation AND background knowledge for 4 marks. E.g.: Geographical factors; vast area to patrol; not enough law officers;

economic factors: conflict between groups cowboys v. townspeople, homesteaders v. ranchers; values and attitudes: primitive code of honour; carry a gun to protect life and property.

2

Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the

enforcement of law and order in the American West? Explain your answer using the source and your own knowledge. [5]


E.g.: Source C is useful because it shows that Earp was a good marshal; he was brave and was the right man in the right place.

LEVEL 2 Considers usefulness of the source in terms of its content OR Deals with some aspects of content copies / paraphrases source OR Accurate answers based on own knowledge ONLY (3)

E.g.: Source C is useful because it shows that as marshal of Dodge City Earp was respected by the townspeople who thought he was doing a good job; he was brave and good at his job.


E.g.: Source C shows Dodge City had a bad reputation for lawlessness; this is the view of the people of Dodge City who like Earp.


origin and purpose of source. (5) E.g.: Earp had helped to restore law and order to Dodge City; he was firm and consistent; letter has to be treated with care; would expect people to say good things about Earp; they thought his methods OK; they did not think he should be put on trial.

3


representation. Question: In Source D the authors are suggesting that the attempts to enforce law

and order in the American West were failing. Is this a valid interpretation? [8]

In your answer you should use your own knowledge of the topic, refer to the other relevant sources in this question, and consider how the author came to this interpretation.


or disagree with statement but with no real support; token one-sided answers go in here. (1/2)

E.g.: Source D says that the West was in chaos; it was under the rule of thugs and gangs; there was a lot of shooting and violence.


OR A limited two sided answer with some contextual support. E.g.: The area was vast and was difficult to police (Source B); were lots of

potential flashpoints (Source B) and the Johnson County War was one such incident.





E.g.: The actions of individuals (Source A) made it sound worse than it was; BUT there were some success stories (Source C); Earp restored order to Dodge City; it represents the view of modern historians.


sources and own knowledge; detailed evaluation of the attribution (7/8) E.g.: The nature of the environment and the attitude of the people made for an

unstable situation; vigilantes took the law into their own hands; many of the stories attached to Billy the Kid have been exaggerated; it is part of the myth of the 'Wild West'; it is the considered view of modern historians and confirms that there was lawlessness but it was probably not as bad as was made out.

4

SECTION B Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge Question: What are the Great Plains? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: land the Plains Indians lived on; flat land. LEVEL 2 A more detailed and accurate description (2)

E.g.: Heartland of North America; huge area of gently rolling grassland; the expanse of the Prairie; the 'Great American Desert'.

Question 2(a) (ii) Target: (AO i) Explanation of key events and issues Question: Explain why the Plains Indians lived in tepees. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: It was their traditional home; it was best for them. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

E.g.: A mobile home; could be taken down and moved quickly and easily; best suited their nomadic lifestyle; they had to move to follow the buffalo herds; it was made from easily available resources - skins, larch poles.

Question 2(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How important was the horse to the Plains Indians? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: They used them a great deal; used them to ride and to hunt. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: Important status symbols; signs of wealth; enabled them to hunt the buffalo; means of transport; pull the travois.


evaluation; the answer addresses the thrust of the question (5) E.g.: Essential to everyday life, both transport and hunting; highly prized animals; they would go to war to capture horses.

5

Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the role of the chief in Indian society. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1)

E.g.: The leader of a group of Indians. LEVEL 2 A more detailed and accurate description. (2/3)

E.g.: The leader of a band; attended the tribal council to represent the band; governed a band with help of a Council of Elders and Dog Soldiers.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how the Plains Indians made contact with the spirit world. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

E.g.: By dancing; meditation. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

E.g.: Through dance rituals e.g. buffalo dances, scalp dance, sun dance; with the help of the medicine man; private meditation.


reasoned two-sided response. this is required to reach Level 3. Question: Was religion the most important feature in the daily lives of the Plains

Indians? Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: Yes it dominated their lives; worship and ritual were important to them. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: Religion played a central role; they believed they were part of nature's great

circle; they had to respect the land and other living things; it enabled them to make contact with the spirit world and their ancestors; was part of a ritualistic lifestyle; other factors were important – family unit, respect for the tribe.

6



using accurate and relevant historical detail. E.g.: Religion was the predominant influence upon daily life; shown by the

importance of rituals such as dances, medicine man, contact with the spirit world; BUT other things figured predominantly in daily lives, such as respect for elders, family members, education of youngsters.

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was a rancher? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: A type of farmer. Do not accept 'cowboys'. LEVEL 2 A more detailed and accurate description. (2) E.g.: A person who owned or managed a ranch; looked after cattle on the

Plains. Question 3(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the Civil War led to more settlement of the Plains. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: Ex-soldiers looking for a job. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4) E.g.: Ex-soldiers from both sides saw a lack of opportunity when they returned

to their homes; black ex-slaves were persecuted in the South; many Southerners lost their land following defeat in the Civil War.

7

Question 3(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How successful was the government legislation in encouraging settlers to

move west? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) E.g.: Very successful, many moved west. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) E.g.: Offers of free land under Homestead Act (1862), Timber culture Act

(1873), Desert Land Act (1877). LEVEL 3 Detailed and accurate explanation which provides a reasoned judgement /

evaluation; the answer addresses the thrust of the question (5) E.g.: Provided much needed incentives; the acts played a significant part in

encouraging settlement of the Plains; thousands claimed free land; but other factors also important.

Question 3(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the Pony Express. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) E.g.: the riding of fast horses; delivers mail. LEVEL 2 A more detailed and accurate description. (2/3) E.g.: Started in 1860; young riders rode at fast speed between relay stations

carrying the mail; followed the Oregon and California trails; lasted only two years.

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how new technology and methods helped farming on the Plains. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) E.g.: Made the job easier. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4) E.g.: Invention of barbed wire (1874) allowed fencing of large areas cheaply;

use of wind pumps allowed irrigation and supplied cattle with water.

8

Question 3(c) Target: (AO i) Explanation, analysis and evaluation of key events and issues. Question: Was the spread of the railroad the main factor in encouraging the

settlement of the Plains? Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) E.g.: Much easier to travel by train; could move thing easier by train. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR a very weak two



response with contextual support. E.g.: Railroad was very important; the drive to build the trans-continental

railway opened up the Plains; communications improved; other factors also important such as government laws, sense of adventure, desire to escape existing lifestyle.



using accurate and relevant historical detail. E.g.: Railroad played a key role but it needs to be judged alongside other

factors such as hardships of life on east coast; to escape religious and political persecution; stories of paradise in the west; offer of free land by the government.

GCSE MS-Paper 10 - The American West (Summer 2007)/AOB

1


PAPER 165/11 - THE CHANGING ROLE AND STATUS OF WOMEN, c.1900 to the present day


SECTION A


knowledge. Question: Use Source A and your own knowledge to describe the activities of the NUWSS. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture. (1)

Eg: Source A shows that the NUWSS organised a pilgrimage in South Wales and Monmouth.

LEVEL 2 Reasonable use of source with some background OR uses only the source well OR provides accurate background only. (2) Places source in its historical context AND provides some background detail. (3)

Eg: Source A shows that the NUWSS was law abiding and that their president was Mrs Millicent Fawcett. They tried to win the vote through peaceful means, like this rally in South Wales and Monmouth.


knowledge. Question: Use the information in Source B and your own knowledge to explain why the Suffragette

movement became more violent. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) Eg: Women were disappointed that all men were to be given the vote. They were

furious because only an extra clause for women was to be added to the bill. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) Good background knowledge ONLY award 3 marks. Answer needs explanation and background knowledge for 4 marks.

Eg: The Suffragettes had been campaigning since 1903 to win the vote for women. Liberal Prime Minister Herbert Asquith was not in favour of women having the vote and, when this bill for men was introduced in 1911, it was the last straw for the Suffragettes – they embarked on a very violent campaign in 1912 because they wanted a separate bill for women only.

2

Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the struggle to

achieve the Sex Discrimination Act? Explain your answer using the source and your own knowledge. [5]


Eg: Source C is useful because it says women had to register for war work in 1941 but, as soon as the war was over, they were made redundant. They could not apply for the jobs that they had done during the war because they were women.


Eg: Source C is useful because it shows how Bella Keyzer fought to get back her job as a welder in the shipyard. It took her 30 years to achieve this, thanks to the Sex Discrimination Act. The source was spoken by Bella Keyzer herself, who had suffered from sex discrimination in her employment.


Eg: Source C, spoken in 1988, is useful because it illustrates an example of sex discrimination and shows how one woman fought a 30 year struggle to achieve equality. It shows how long it took to change traditional attitudes to female employment. The source is part of an interview for a BBC TV series about women in the C20th.


and purpose of source. (5) Eg: Source C is useful to an historian studying the struggle to achieve the Sex Discrimination Act because it provides one specific example of discrimination. The source is first-hand evidence, but Bella Keyzer’s memory of events may be a little clouded because she had won her case against discrimination 13 years before the interview for this television series. The source is just one person’s experience; an historian would have to look at many more views in order to obtain a full picture of the struggle for the Sex Discrimination Act.

3

Question 1 (d)

Target: (AO ii) Comprehension, analysis and evaluation of an interpretation /representation.

Question: In Source D the author is suggesting that women only really got their political rights in the late twentieth century. Is this a valid interpretation? In your answer you should use your own knowledge of the topic, refer to the other relevant sources in this question, and consider how the author came to this interpretation. [8]

LEVEL 1 Generalised answer; paraphrases the source or attribution; tends to agree or disagree with statement but with no real support; token two-sided answers go in here. (1/2)

Eg: Yes/no – Source D is correct because there are now, in the late C20th, more women MPs than ever before.

LEVEL 2 Apply the following here: (3/4)

For 3 marks: A weak one sided answer with some contextual support OR A weak two sided answer with little contextual support.

For 4 marks: A reasonable one sided answer with more contextual support OR A limited two sided answer with some contextual support.

Eg: Source D is correct because 129 women MPs is still a fairly small minority out of the total number of MPs in Parliament; but women did get the vote earlier in the century.


For 5 marks: A strong one-sided answer with good contextual support and reference made to other sources (this can be inferred) OR

A two sided answer with some contextual support for both views; limited use made of other sources (this can be inferred).

For 6 marks: Clear two sided answer with contextual support; use of other named sources; will refer to attribution as an interpretation from an

historian.

Eg: The interpretation is correct to an extent because the number of women MPs in Parliament doubled after the 1997 election and the appointment of Betty Boothroyd as Speaker of the House of Commons supports the view that women are now gaining their political rights. Currently, there are some women in the Labour Cabinet; this has been a policy of ‘New Labour’ since the 1997 election. Source C shows that women began to get their political rights late in the C20th, as the Sex Discrimination Act was not passed unti 1975. The Equal Pay Act had been passed in 1970, too. However, Source B shows that, in 1911, women had begun to make an impact politically and, from my own knowledge, I know that the Suffragists in Source A were active, too, at the start of the C20th. The interpretation was written by a modern historian.

LEVEL 4 Strong and balanced two sided answer with good support from other sources and own knowledge; detailed evaluation of the attribution. (7/8) Eg: The interpretation was written, with the benefit of hindsight, by a modern historian, who had researched his topic and collected lots of evidence by the year 2000. The interpretation should be valid as it was written in a text-book on women in the C20th. The author may have looked at primary evidence like official figures from Parliament (Hansard) or secondary evidence such as a history of women in the C20th. Compared with the beginning of the C20th, women are now gaining their political rights and valuable acts have been passed by parliament supporting the role and status of women. However, without the efforts of the Suffragists and the Suffragettes at the start of the C20th, women may have made even slower progress in gaining political rights. Women MPs should number about 330 (half the total in parliament) rather than 120; this shows that the struggle for women’s rights is not over.

4

SECTION B Question 2(a) (i)

Target: (AO i) Recall and deployment of historical knowledge.

Question: What was the traditional role of women before 1914? [2]

LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: Women were housewives; they cleaned and looked after the home.

LEVEL 2 A more detailed and accurate description. (2) Eg: Women’s traditional role was housework – cleaning, washing, ironing and cooking – and child-rearing. It was a full-time occupation for many women.

Question 2(a) (ii)


Question: Explain how many women managed during the Depression of the 1930s. [4]

LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: The scrimped and saved; they ‘made ends meet’.

LEVEL 2 More detailed and accurate explanation with one reason explained well. (3)

Explains more than one reason well. (4) Eg: Women in the Depression had to keep the family together and to keep up the morale and the health of the father, in the event of him obtaining much-needed work. The mother would have to make the means-tested dole money go as far as possible: she would buy cheap cuts of meat and make nourishing meals; clothes would be handed down from child to child, or from family to family; she would supplement her meagre income by taking in washing or sewing.

Question 2(a) (iii)

Target: (AO i) Analysis and explanation of key events and issues. Question: How important for women has the reduction in the size of families been since

1945? [5]

LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: There has been less of a burden for women, better health and more spare time.

LEVEL 2 More detailed and accurate explanation, with an attempt at analysis / judgement, not fully sustained. (3/4) Eg: Birth control is an important and controversial issue. Marie Stopes’ Married Love (1918) had won support for the use of contraception by married couples; she argued for the careful spacing of pregnancies which would be beneficial for the health of both mother and child. In the face of much opposition, Stopes opened her first birth-control clinic in London in 1921. In the 1930s, local authorities were allowed to provide information about contraception. In 1967, the Legal Abortion Act allowed abortion in certain circumstances. Reduction in family sizes had helped to improve the health of mother and child and had given parents more choice.

LEVEL 3 Detailed and accurate explanation which provides a reasoned judgement / evaluation; the answer addresses the thrust of the question. (5) Eg: The reduction in family size was important because views about women in employment began to change. In 1952, the Ministry of Labour argued that employers should employ people who were able and willing to work whatever their age, including married women. By the 1960s, the pill had given women an added freedom of choice, so that more women are now delaying having their first child until they are in their 30s, so that they can have a career as well as a family.

5

Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe some improvements in the standard of housing since 1960. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1)

Eg: Houses have become warmer because of central heating. LEVEL 2 A more detailed and accurate description. (2/3)

Eg: Ever since the Second World War, new government housing standards have gradually led to improvement. Houses have bathrooms and inside toilets; there is hot and cold running water and improved sanitation; houses are well ventilated and healthier.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why the development of labour-saving devices has helped women at

home. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: Vacuum-cleaners and washing machines have given women more time to themselves.


Eg: Labour-saving devices like vacuum-cleaners, washing machines, fridges and dishwashers have enabled women to have more time at home, which they can use to spend more time with the children, developing their own interests, or by pursuing a career.

6


reasoned two sided response. This is required to reach Level 3. Question: Have changes in home and family life always improved from 1900 to the present

day? Explain your answer fully. [7]


Eg: Yes/no – there has been a steady improvement since 1900/changes have not always led to improvement.




Eg: Women’s role at home has gradually evolved from traditional home-maker before 1914, looking after a large family and a crowded home, to a smaller family, thanks to methods of birth control and a more easily maintained home, because of labour-saving devices and improved housing standards. There has not always been improvement, however: in the Depression of the 1930s, women struggled to make ends meet and, in both world wars, family life suffered.




accurate and relevant historical detail.

Eg: Changes in home and family life now enable women to have a dual role, as mother and career person. However, in some respects/areas, the traditional role of women is still expected. Changes have not always improved the role and status of women.

7

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was the Women’s Liberation movement? (2) LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: It was a movement to gain more freedom/equality for women. LEVEL 2 A more detailed and accurate description. (2)

Eg: Women’s Liberation was a movement that united women in their demand for equal pay and equal opportunities; it led women to demonstrate in favour of women’s rights and other important issues that affect society.


Question: Explain how women in Edwardian ‘High Society’ spent their leisure time. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: They took part in activities arranged by the upper classes - tennis, boating, going to the races.


Eg: Women in Edwardian ‘High Society’ were well off; leisure time to them was a fact of life and they had the money to enjoy themselves. They spent much of their wealth on entertaining, eating, clothes, holidays, hunting, horses and motor cars. They were great travellers, visiting resorts like Hove or Torquay in England, or Monte Carlo or Biarritz on the Continent.


Question: How important was the growth of the cinema in the first half of the twentieth

century in changing women’s fashions and lifestyles? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: The cinema was very popular and had a big impact on women’s fashions and

lifestyles. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) Eg: People attended the cinema regularly during the first half of the C20th; it was a powerful medium of influence on people. Women would have been influenced by screen heroines like Mae West and Greta Garbo to follow their fashions, or to aim to achieve their lifestyles.


evaluation; the answer addresses the thrust of the question. (5) Eg: The growth of the cinema was important because it showed that women could achieve an independent lifestyle and develop a style of their own, like the role models that they saw on the cinema screen. The cinema may also have helped to counter the anti-feminist trend that had occurred after the First World War.

8


Question: Describe some of the increased opportunities in secondary and higher education

for girls since 1945. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: Girls had free access to secondary education. LEVEL 2 A more detailed and accurate description. (2/3)

Eg: Because of the 1944 Education Act, girls could attend a variety of secondary schools – grammar, modern or technical. From grammar school, they could proceed to higher education and take up a professional job; from a secondary modern school, they could leave at age 15 and enter a variety of employment. With the creation of comprehensive schools, girls had equal access to educational opportunities.

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why there have been changes in family patterns since the 1960s. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: Since the 1960s, the pill has enabled a restriction in the size of families. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

Eg: Methods of contraception have enabled family patterns to be controlled, but there has also been a change in the attitude of society, recognising that there can be single-parent families as well as the traditional two-parent families. Marriage is far less popular than it used to be. As divorce has become more common, there are more families where children from more than one marriage live together and, as more family members have become more scattered, living in areas far away from the birth home, families have changed from tight-knit units to those which are more spread out.

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reasoned two sided response. This is required to reach Level 3. Question: Has there been a complete change in the position of women in society from 1900

to the present day? Explain your answer fully. [7]

LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) Eg: Yes/no – there has been a complete change and women have made great

progress/some men still expect women to fulfil traditional roles. LEVEL 2 To distinguish between 3 and 5 marks apply the following framework. (3-5) For 3 marks: A one sided answer with some support OR


For 4 marks: A reasoned one sided answer OR a weak two sided answer with some contextual support. For 5 marks: A very good one sided answer OR

an unbalanced two sided response with contextual support.

Eg: The position of women in society has changed through the example of the ‘flappers’ in the 1920s, the images of women presented in the cinema in the 1930s, through increased opportunities in education and to the impact of the Women’s Liberation movement since the 1960s. However, in some respects, traditional views with regard to women in society are still held.




accurate and relevant historical detail. Eg: Attitudes to women have evolved since 1900, so that there has been great change in the position of women in society, but this has been a slow process. Increased access to secondary and higher education has enabled some determined women to reach influential positions and to change the position of women in society; some determined women in the Women’s Liberation movement also contributed to this process. However, in many respects, divorce and single parenthood mean that women still have to fill their traditional roles in society.

GCSE MS - Paper 11 - The Changing Role and Status of Women (Summer 2007)/ED 04/09/2007

1

WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU General Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd HISTORY 2007 STUDY IN-DEPTH PAPER 165/13 – SPORT, LEISURE AND TOURISM, c.1900 to the present day



knowledge. Question: Use Source A and your own knowledge to describe an FA Cup Final before 1914. [3] LEVEL 1 Generalised answer, usually paraphrasing source or describing picture. (1)

Eg: Source A shows a crowd of 120,000 at Crystal Palace. LEVEL 2 Reasonable use of source with some background OR uses only the source well OR provides accurate background only. (2) Places source in its historical context AND provides some background detail. (3)

Eg: The source shows that there was a record crowd, mostly standing, so that many supporters could not see the game. There was a craze at this time to watch such matches, with employers complaining that men were taking too much time off work to watch football. The match was played at Crystal Palace because Wembley stadium was not yet built (1923). Result: Aston Villa 1- 0 Sunderland!


knowledge. Question: Use the information in Source B and your own knowledge to explain why the

Olympic Games became more popular from the1920s. [4] LEVEL 1 Generalised answer; copies or paraphrases; uses content of source only. (1/2) Eg: The Olympic Games had more nations taking part – 29 in 1920 and 44 in 1924.

The Olympic flag and oath and extra facilities were introduced. LEVEL 2 Clear explanation of the content with an attempt to provide some context. (3/4) For good background knowledge ONLY award 3 marks. Answer needs explanation and background knowledge for 4 marks.

Eg: The Games became more popular because there were better facilities for competitors and because they were better organised. Nations could achieve prestige through their athletes achieving highly and radio and, later, television coverage made the Games into a very popular event.

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Question 1 (c) Target: (AO ii) Comprehension, analysis and evaluation of a primary source. Question: How useful is Source C as evidence to an historian studying the change to

professionalism in all sports in the late twentieth century? Explain your answer using the source and your own knowledge. [5]


Eg: Source C is useful because it says that after 100 years, it was decided to get rid of amateur regulations in rugby in favour of professionalism.


Eg: Source C is useful because it says that 100 years after the split which divided rugby into league and union, the International Board decided to abandon amateur rules and to allow players to be paid. The report was written by a sports writer for The Guardian newspaper.


Eg: Source C, written at the time, shows how the governing body of rugby union – the International Board – had had long discussions before deciding to abandon amateur status in rugby union. It shows that the decision was hurried, because many unions could not afford to pay for professionalism. The source is primary evidence, written in a respectable newspaper, by someone who was a specialist sports reporter.


and purpose of source. (5) Eg: Source C, written at the time in a respectable broadsheet newspaper, was intended to inform the public readership about the momentous change affecting rugby union. The source should be useful to an historian studying the change to professionalism, as it is informative and has no reason to be biased, but broader evidence would also be required by an historian, to show how other sports have changed to professional status, too, in the late C20th.

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Question 1 (d)

Target: (AO ii) Comprehension, analysis and evaluation of an interpretation / representation.

Question: In Source D the author is saying that commercial sponsorship has been the main change in modern British sport since 1945.

Is this a valid interpretation? In your answer you should use your own knowledge of the topic, refer to the other


LEVEL 1 Generalised answer; paraphrases the source or attribution; tends to agree or disagree with statement but with no real support; token two-sided answers go here. (1/2)

Eg: Source D is correct in its interpretation; commercial sponsorship brings in lots of money.


For 3 marks: A weak one sided answer with some contextual support OR A weak two sided answer with little contextual support.

For 4 marks: A reasonable one sided answer with more contextual support OR A limited two sided answer with some contextual support.

Eg: The view is correct: commercial sponsorship has been an increasingly important force in British sport since 1945, bringing about much change; but there are other changes like professionalism.


For 5 marks: A strong one sided answer with some contextual support and reference made to other sources (this can be inferred) OR

A two sided answer with some contextual support for both views; limited use made of other sources (this can be inferred).


Eg: The interpretation supports the view held by many that commercial sponsorship has become ever stronger in British sport. With increasing spare time and more money becoming available to people since 1945 and with the development of television, businesses have seen that they can gain effective advertising from sponsoring a sports team. Companies now pay huge sums of money to link their products with ‘winners’ like Tiger Woods and David Beckham, or with teams like Manchester United. However, the interpretation does not take into account the fact that the football stadium in Source A is very different to today’s examples, and that countries are keen to host the Olympic Games, as shown in Source B, because of the prestige it brings to their countries via television coverage. These have been important changes, too.

LEVEL 4 Strong and balanced two sided answer with good support from other sources and own knowledge; detailed evaluation of the attribution. (7/8) Eg: The interpretation was written, with the benefit of hindsight, by a modern specialist historian, who has studied the developments in sport in detail. The author may have looked at primary evidence like the records of the Football Association, or at secondary evidence similar to Martin Johnes’s History of Sport in Wales. It is valid to claim that commercial sponsorship has been a main change in British sport since 1945, as businesses have jumped on the ever- increasing popularity of sport in order to advertise their products. However, the interpretation does not take into account the fact that payment, and a move to professionalism, as shown in Source C, have been driving forces, too.

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SECTION B Question 2(a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What was a music hall? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: It was a form of popular entertainment. LEVEL 2 A more detailed and accurate description. (2)

Eg: A music hall was very popular with working people. Here the audience would laugh and sing along with popular entertainers like Marie Lloyd and Harry Lauder.

Question 2(a) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain the popularity of the silent cinema up to the 1920s. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: It was a new form of entertainment that appealed to masses of people. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

Eg: The silent cinema was the first of the mass media. In the early years of the C20th, silent films were a novelty shown in music halls and at fairs. William Haggar showed films around South and West Wales in travelling tents called ‘bioscopes’. This was an affordable form of entertainment for working people. Purpose-built cinemas were constructed from 1907, with the first one in Wales being the Carlton cinema in Swansea in 1914. These ‘Picture Palaces’ continued to offer affordable entertainment, sometimes called the ‘poor man’s theatre’ where working people could watch dramatic serials like The Perils of Pauline as well as the comedy films of Charlie Chaplin.

Question 2(a) (iii) Target: (AO i) Analysis and explanation of key events and issues. Question: How important for popular entertainment was the development of radio from

the 1920s to the 1940s? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: People could listen to a variety of programmes – dramas, music and news. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) Eg: Radio was important because it offered people a variety of entertainment and information. The BBC was set up in 1922 but ‘wireless sets’ were too expensive for many people at first. Mass production methods made radio more affordable from the 1930s so that, from 1935, half the population of Wales had radio licences and, from 1937, BBC was broadcasting from Cardiff. During the Second World War, radio was used to broadcast to the nation.


evaluation; the answer addresses the thrust of the question. (5) Eg: Radio was important because it was a mass medium which afforded people an increasing amount of information and entertainment in their own homes – drama, sport, light entertainment, religion, interviews and discussion. During the war years, it played a very important role in helping to keep up the morale of the British public.

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Question 2(b) (i) Target: (AO i) Recall and description of key events and issues. Question: Describe the developments in use of the internet as popular entertainment. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1)

Eg: Many people can now afford to own a computer, giving them access to the internet and the popular entertainment that it can provide.

LEVEL 2 A more detailed and accurate description. (2/3) Eg: The internet is continually adapting to consumers’ needs and provides an ever-changing variety of popular entertainment – downloading music, gaming on-line, plating games, chat rooms, watching videos, etc.

Question 2(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain why television has become such a popular medium of mass

entertainment. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: People can be entertained in their own homes, at reasonable cost. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

Eg: Television is a very powerful medium and an excellent way of providing entertainment. Its influence has grown enormously since the 1950s – the televising of the Queen’s Coronation in 1953 was a breakthrough. Increasingly, television has become more affordable and, when colour became more widely available from the 1970s, it became more attractive. The 1980s and 1990s were decades of increasing choice in television, with breakfast television and new TV channels. Channel 4/S4C (1982) provided programmes for minorities and groups with special interests. Satellite and cable networks developed and offered more choices of viewing, at a cost. Further choice was provided with Channel 5 in 1997. These developments mean that people have access to an ever increasing range of programmes, to suit all ages.

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reasoned two sided response. This is required to reach Level 3. Question: Has cinema been the most important development in mass entertainment from

1900 to the present day? Explain your answer fully. [7] LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2)

Eg: Yes/no – cinema has been a continuous form of mass entertainment since 1900/television is more popular than cinema.




Eg: Cinema was ‘invented’ at the end of the C19th. It started as silent cinema and, from 1927, the ‘talkies’ developed, making the following decades – 1930s to 1950s - into the ‘Golden Age’ for cinema. Although there was a decline in cinema attendance in the 1960s and many cinemas closed down in the 1970s and 1980s, there has been a revival in cinema attendances since the 1990s, as film companies have produced blockbuster films and as cinemas themselves have transformed into multiplex units, showing wide-screen films with special effects. However, ever since the 1950s, television has posed a huge threat to cinema and the huge choice now offered by television has contributed to the closure of many cinemas, thus diminishing its popularity as a medium of mass entertainment.



For 7 marks: A reasoned and supported two sided answer with good balance, using accurate and relevant historical detail. Eg: Cinema has been the most important development in mass entertainment from

1900 to the present day, because it has lasted so long. However, for the last 40 years, it may be claimed that television has taken over. A claim for radio being a very important development in mass entertainment may also be made, as its contribution has lasted since 1922 and has led to a variety of affordable entertainment, including pop music.

7

Question 3 (a) (i) Target: (AO i) Recall and deployment of historical knowledge. Question: What is a theme park? [2] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: A place with rides and other forms of entertainment. LEVEL 2 A more detailed and accurate description. (2)

Eg: A theme park is an entertainment park built around a particular subject or idea. Like Alton Towers or Oakwood, theme parks compete with one another by adding more quality, excitement and originality to their rides. It is a tourist attraction.


Question: Explain why British seaside resorts were popular in the first half of the twentieth

century. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2)

Eg: They were accessible and affordable for a day out. LEVEL 2 More detailed and accurate explanation with one reason well explained. (3) Explains more than one reason well. (4)

Eg: British seaside resorts were popular in the first half of the C20th because they gave people the opportunity to get away from the regime of everyday life. They gave people the opportunity to have fresh air and to enjoy traditional holiday entertainment like punch and judy and those entertainments associated with seaside piers. Resorts were accessible to places of dense population, so that in South Wales, miners’ fortnight saw many workers and their families visiting Barry and Porthcawl and, in the north of England, ‘Wakes week’ saw similar moves to seaside resorts like Blackpool by workers from the mill towns.


Question: How important for British holiday makers was the introduction of Butlin’s

holiday camps from the late 1930s? [5] LEVEL 1 Generalised answer, making few relevant points. (1/2) Eg: Lots of people could afford a week’s holiday. LEVEL 2 More detailed and accurate explanation, with an attempt at analysis /

judgement, not fully sustained. (3/4) Eg: Billy Butlin started his first holiday camp at Skegness in 1936. It was a new type of holiday, costing as little as £2-50 per person, including all meals. Butlin’s slogan was ‘A week’s holiday for a week’s pay’, which meant that working people could now afford a holiday. The camps were very popular because they were more relaxed than many boarding houses and because they organised games and competitions.


evaluation; the answer addresses the thrust of the question. (5) Eg: Butlin’s holiday camps were important because they made family holidays affordable; they took advantage of holidays with pay, introduced in the 1930s; and they led to rival camps being set up, notably Pontin’s.

8


Question: Describe package holidays. [3] LEVEL 1 Generalised answer with a weak or implied point made. (1) Eg: They include the whole package – travel and food. LEVEL 2 A more detailed and accurate description. (2/3)

Eg: Package holidays were introduced by travel agents from the late 1960s. Such holidays include both the air fare and the accommodation. This means that holidaymakers can fly from their regional airport, like Cardiff, for example, and can be transported from the holiday airport to their chosen resort, where meals may be taken on a B & B or a half-board basis.

Question 3(b) (ii) Target: (AO i) Explanation of key events and issues. Question: Explain how mass car ownership from the 1960s has affected British tourism. [4] LEVEL 1 Generalised answer; only one reason given OR description only. (1/2) Eg: It has meant that people can go on day trips or even tour abroad. LEVEL 2 More detailed and accurate explanation; explains more than one reason. (3/4)

Eg: Mass car ownership has altered the pattern of British holidays: because more people have been able to afford cars since the 1960s, more day trips have been taken, so that hotels which used to offer week-long holidays, now have to adjust to the changed demand. This has had an effect on the traditional British seaside resort. Cars can enable holidaymakers to tour the British countryside, making use of B & B accommodation; they can also enable holidaymakers to travel abroad, making use of cross-Channel ferries.

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reasoned two sided response. This is required to reach Level 3. Question: Has air travel been the most important development in changing holiday

patterns in Britain from 1900 to the present day? Explain your answer fully. [7]

LEVEL 1 Generalised answer; simple explanation which offers little support. (1/2) Eg: Yes/no – air travel has been the most important development because it has

caused the traditional British holiday resort to go into decline/the British holiday resort has lasted for as very long time and many have updated their facilities.




Eg: Air travel has radically changed holiday patterns in Britain. Ever since the introduction of package holidays in the late 1960s, more and more people have wanted to holiday abroad, in sunnier climates. Air travel has also introduced long-haul flights, so that people can experience holidays in previously undreamt of locations. However, air travel has had an impact only since the late 1960s, whereas other modes of travel have had an impact over a much longer period of time. Railway travel has enabled people to travel to their chosen destination from 1900 to the present day and mass car ownership from the 1960s has also been an important development in changing holiday patterns.



For 7 marks: A reasoned and supported two sided answer with good balance, using accurate and relevant historical detail. Eg: Air travel has had a huge effect on holiday patterns in Britain since the 1960s, and has probably been the most important development in changing holiday patterns since that time. Associated package holidays have made foreign holidays affordable so that some people now take holidays twice a year. Although this has had a negative effect, with many traditional British holiday resorts suffering as a consequence, British holidays have fought back with the development of theme parks and an updating of holiday camps. Railway holidays are still offered, however, so that rail travel has had a longer lasting effect than air travel.

GCSE MS - Paper 13 - Sport, Leisure and Tourism (Summer 2007)/ED 04/09/2007

1

WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU General Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd HISTORY 2007 OUTLINE PAPERS

PAPER 165/14 Germany, 1919-1991

FINALISED MARKING SCHEME Question 1(a) Target: Recall and description of key events and issues (AO i). Question: What was the Berlin Wall? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: something to do with the division of Germany. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: The wall built by the Soviets, Honecker and the East German authorities

on 13th August 1961 separating East and West Berlin, making it more difficult to escape to the West and cutting many Berliners off from family and friends.

Question 1(b) Target: Recall and description of key events and issues (AO i). Question: Describe Nazi economic policies between 1933 and 1939. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: the Nazis did a lot to improve the German economy by creating lots of jobs. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: answers may include references to initial job creation schemes,

particularly public works, conscription in 1935, the creation of RAD, and the expulsion of Jews, socialists and communists from public positions. Candidates may also focus on rearmament, the later emphasis on autarky and the preparation for war, including the Four Year Plan and 'Guns v Butter.'

2

Question 1(c) Target: Explanation of key events and issues(AO i). Question: Explain the reasons for West Germany joining the EEC. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: either a brief and simplistic description of the EEC or a generalised

assessment of the reasons for West Germany joining e.g. because it wanted to be stronger.

LEVEL 2 Award 4 marks for answers that briefly explain and develop a distinct reason OR for a very good but purely descriptive answer.

Award 5/6 marks for two or more clear reasons well explained. (4-6) E.g.: the ECSC had been a huge success with trade for the member countries

increasing by 170%. It was therefore logical to expand its activities and establish a free trade European zone which would benefit the German economy. The reasons should also be located in Adenauer's political programme for a united Europe which would best serve Germany's interests.

3

Question 1(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why was the Depression of the early 1930s so important for the

development of Germany? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: because it caused a lot of problems for Germany. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to

discuss the key issue. Award 5 marks for a very good descriptive account OR a reasonable

attempt to discuss the key issue. E.g.: a valid description of the Depression in Germany with little attempt to

explain its importance. Candidates may focus on descriptions of unemployment and the collapse of the economy without attempting to analyse why these were important for the development of Germany.

LEVEL 3 Mostly analytical answers will appear here. Apply the following framework: (6-8)

Award 6 marks for a good explanation of key issue OR one clear factor evaluated well; expect some imbalance of coverage or omissions. Award 7 marks for a reasoned and supported answer which analyses at least two factors and reaches a judgement with good balance. Award 8 marks for above with very good use of supporting evidence.

E.g.: detailed analysis of the impact of the Depression on German society and a clear explanation of the way in which this event contributed to the development of Germany. The focus should be on the way in which the Depression contributed very significantly to the collapse of Weimar democracy and the rise of political polarisation and extremism in Germany, particularly the success of Nazism. Some candidates may refer to the longer-term significance of the Depression for Nazism in terms of fears of a resurgence of economic problems and receptivity to the public mood.

4

Question 1(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i). Question: In what ways did Germany develop and change as a society between 1919

and 1991? [10] LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: there were lots of political changes in this period from democracy to

dictatorship and back. LEVEL 2 Apply the following framework: (3-5) Award 3 marks for a couple of related facts; superficial coverage

Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline

E.g.: candidates may focus on one period only, possibly Nazi Germany, or provide a poor outline of the development of Germany across the period with brief references to the scaffold and very little development.

LEVEL 3 Apply the following framework: (6-8)

Award 6 marks for answers with more developed chronological grasp but with imbalanced coverage. Award 7 marks for sound chronological coverage of whole period; good supporting detail OR a differentiated account with incomplete coverage. Award 8 marks for a very good chronological coverage with accurate supporting detail.

E.g.: candidates may appreciate the variations in Germany's political and economic development from democracy to dictatorship and back to democracy but the coverage of the period is patchy. Alternatively candidates may provide thorough chronological accounts of the period with references to the political and economic instability of the Weimar Republic, the totalitarianism and repression of Nazism, defeat in WW2ending in the division of Germany, West German developments including the economic miracle, and East German developments, Ostpolitik and the later policies of Kohl and reunification. There will, however, be little reference to variations in political and economic systems across the period.

LEVEL 4 An effective overview of the changes with a genuine attempt to

differentiate; recognition of the varying impact of changes. Must build on very good chronological coverage. (9/10)

E.g.: candidates will provide a good chronological account of Germany's political and economic development across the period as in Level 3 but in greater depth and detail. There will be a more direct and clear attempt to point to variations in political and economic systems including shifts from Weimar democracy to Nazi dictatorship and the return to democracy in post war West Germany, and the command economies of Nazi Germany and post war East Germany compared to the free market conditions of Weimar and post war West Germany. Candidates may refer to periods of intense nationalism and reconciliation with other countries and periods of economic prosperity and hardship.

5

Question 2(a) Target: Recall and description of key events and issues (AO i). Question: What was the Holocaust? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: something to do with the murder of the Jews. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: Nazi organised mass murder of 6 million European Jews by gassing

and/or brutality in purpose built extermination camps such as Auschwitz run by the SS.

Question 2(b) Target: Recall and description of key events and issues (AO i). Question: Describe the post-war economic miracle in West Germany. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: something to do with German economic recovery after the Second World

War. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: the transformation of West Germany from a defeated and devastated

country after 1945 into a prosperous industrial state beginning with the introduction of the Deutschmark in June 1948. Candidates may refer to the free market policies of the Economics minister, Ludwig Erhard, the effective use of Marshall Aid, the emphasis on rebuilding old smokestack industries, the demand for luxury goods, the building of two million new homes, the reduction of unemployment, the growth of the car and steel industries, and an increase in industrial production of 600%

6

Question 2(c) Target: Explanation of key events and issues (AO i). Question: Explain how German women were affected by Nazi rule. [6] LEVEL 1 Award 1 mark for vague generalisations (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: candidates may concentrate on describing Nazi policies on women

without making clear how these affected the position or lives of women in Germany in this period. Expect references to KKK, the Motherhood Crosses, the loans awarded to newly married couples and the general emphasis on domesticity and family.

LEVEL 2 Award 4 marks for answers that briefly explain and develop a distinct

reason OR for a very good but purely descriptive answer.

Award 5/6 marks for two or more clear reasons well explained. (4-6) E.g.: candidates should attempt to explain how women were affected either

positively or negatively by Nazi rule. Candidates may recognise the benefits in terms of work, rewards and status, as well as the more negative impact of Nazi rule including restricted opportunities in employment, the banning of birth control, the forceddivorce of infertile couples, and general confinement to the home. Answers at thislevel will go beyond the descriptions of Nazi policy towards women in Level 1 and produce more analytical responses.

7

Question 2(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why did many Germans increasingly turn against the Weimar Republic

between 1919 and 1933? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: they didn't like democracy. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support Award 4 marks for a good descriptive account OR a limited attempt to


attempt to discuss the key issue. E.g.: candidates may confine themselves to descriptions of the problems of the

Weimar Republic such as Hyperinflation, or the various attempts to overthrow it particularly in the early period of its existence in the form of the Spartacist, Kapp and Hitler putsches. Some candidates may focus on the process of political polarisation and the rise of extremist groups in the later phase of the Republic. There will be little attempt to explain why many Germans turned against it.



E.g.: candidates will focus to an extent on describing the problems of the Weimar Republic but there will be a more direct attempt to link these to many groups deserting the Republic. Candidates should focus on the general sense of political disillusionment born of the political chaos of the Weimar period and the search for stronger government, the fairly widespread rejection of parliamentary government, the impact of economic failure on people's perceptions of Weimar democracy, the desire to remove international restrictions and the agitation of extremist political groups in the form of Nazism and Communism.

8

Question 2(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i) Question: How did the German people develop as a nation between 1919 and 1991? [10] LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: there were a lot of changes and the German people became much worse off. LEVEL 2 Apply the following framework: (3-5) Award 3 marks for a couple of related facts; superficial coverage.

Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline.

E.g.: candidates may focus on one group throughout the period, for example women or Jews. More likely is a poor overview of the period with brief references to the scaffold and very little development.



E.g.: candidates may provide lots of differentiation between groups of Germans but fail to cover the period adequately. Alternatively candidates may provide a good chronological account of the period focussing on workers in the 1920's, Jews in the 1930's, the death of millions in WW2, the contrasting experiences of West and East Germans post division in 1945 and the eventual euphoria of reunification. There will be little attempt however to differentiate adequately between the contrasting experiences of the German people.


differentiate; recognition of the varying impact of changes. (9/10) Must build on very good chronological coverage.

E.g.: candidates will provide a good chronological account of the period as in Level 3 but in greater depth and detail. There will be a more direct attempt to provide clear examples of the contrasting experiences of different groups of Germans in different periods. Examples might include the contrasting experiences of Jews and non-Jews in the Nazi period, the role of women in the Third Reich in contrast to that of men, the differing experiences of West and East Germans and so on.

9

Question 3(a) Target: Recall and description of key events and issues (AO i). Question: What was the Warsaw Pact? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: a form of alliance. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: A military alliance of the Soviet Union and its allies including East

Germany set up in 1955 by Khruschev, allowing the Soviet Union to base troops in all countries belonging to the alliance.

Question 3(b) Target: Recall and description of key events and issues (AO i). Question: Describe the French occupation of the Ruhr. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: the French occupied a part of Germany. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for 4 marks. (3-4) E.g.: candidates may refer to the French occupation of the industrial

heartland of Germany in retaliation for non-payment of Reparations. Candidates may refer to the brutality of the occupation and the German response of passive resistance.

Question 3(c) Target: Explanation of key events and issues (AO i). Question: Explain the reasons for Germany's military successes between 1939 and 1942. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: candidates may describe the succession of German victories between

1939 and 1942 beginning with Poland, extending to Western Europe, Norway, Denmark, Holland and Belgium, the defeat of France and finally the initially successful invasion of the Soviet Union in June 1941. There will be little if any attempt to explain the reasons for these victories.

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reason OR for a very good but purely descriptive answer. Award 5/6 marks for two or more clear reasons well explained. (4-6)

E.g.: candidates will attempt to explain a range of reasons for German military success in this period including the tactic of Blitzkrieg, the bold leadership of Hitler, the military preparedness of the German armed forces, the weakness and divisions of its enemies especially the Anglo-French rift, France's defensive mentality and the depleted state of the Russian armed forces in the aftermath of Stalin's purges.

Question 3(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why did Hitler follow a more aggressive foreign policy during the 1930s? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: He wanted to achieve military conquests. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to


attempt to discuss the key issue. E.g.: a description of Hitler's foreign policy between 1933 and 1939 with

references to withdrawal from the international disarmament conference, defiance of Versailles, the introduction of conscription and the rearmament of Germany, the reoccupation of the Rhineland in 1936, the Rome Berlin Axis of 1936, the Anschluss of 1938, the annexation of the Sudetenland, the occupation of the rest of Czechoslovakia in the spring of 1939 and the Nazi Soviet Non Aggression Pact of August 1939. There will be little if any attempt to explain the reasons for these aggressive foreign policy moves.



E.g.: candidates may describe some aspects of Nazi foreign policy but there will be a more explicit attempt to explain the reasons for Hitler's aggressive foreign policy in the 1930's including references to a desire for revenge after the defeat and humiliation of 1918, the concept of pan-Germanism, the desire to create a Greater Germany, the search for Lebensraum for economic, racial and ideological reasons, and the desire to conquer Communism in the Soviet Union .

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Question 3(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i) Question: How did Germany develop its position in the world between 1919 and 1991? [10]

LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: Germany invaded other countries throughout the 1930s and 1940s.


Award 3 marks for a couple of related facts; superficial coverage. Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline.

E.g.: candidates may focus on German foreign policy in one period, possibly the aggressive expansionism of Nazi Germany. More likely is a poor outline of German foreign policy and attempts to promote Germany's world position with brief references to the scaffold and very little development.



E.g.: candidates may provide evidence of Germany's varied foreign policy but fail to cover the period adequately. Alternatively candidates may provide a very thorough outline of German foreign policy across the period focussing on Weimar's attempts to deal with the Treaty of Versailles, the nationalism and aggressive expansionism of Nazism, the Second World War (expansionism and retreat), the post war division of Germany, Adenauer's pro Western policy, the Soviet inspired stance of the East, Ostpolitik and the eventual drive for reunification. There will be little or no appreciation however of shifts in foreign policy across the period and Germany's changing attempts to promote its position in the world. (6-8)


differentiate; recognition of the varying impact of changes. (9/10)

Must build on very good chronological coverage. E.g.: candidates should provide a very thorough account of German foreign

policy across the period as in Level 3 but in greater depth and detail. Candidates will also recognise more directly shifts in emphasis and policy in attempting to develop Germany's world position. These might include the contrasting policies of Weimar and Nazi Germany in attempting to promote Germany's position in the world, the conflicting policies of West and East Germany post division, the shift towards Ostpolitik and the eventual merging of the two Germanies with all its implications for Germany's rehabilitation as a significant player on the international stage.

GCSE MS - Paper 14 - Germany (Summer 2007)/AOB

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PAPER 165/15 Palestine and Israel in the Middle East 1919-1990

FINALISED MARKING SCHEME Question 1(a) Target: Recall and description of key events and issues (AO i). Question: What was the Law of Return? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: something to do with Jews and returning to Israel. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: the first law passed by the Labour Government of David Ben Gurion in

1950 giving the right to live in Israel and Israeli citizenship to all Jews. This was both ideological and a practical attempt to boost the Jewish population in the newly created state which grew by 700,000 by the end of 1951 alone.

Question 1(b) Target: Recall and description of key events and issues (AO i). Question: Describe the declaration of the state of Israel. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: Israel was announced to the world in 1948. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: candidates may focus on the declaration of the Israeli state on the 14th

May 1948 in Tel Aviv by the leader of the Labour Party and the Jewish Agency, David Ben Gurion. Candidates may also refer to the imperative of American support and the hostile reaction of the Arab world to the declaration followed by the attack on the newly declared states by five Arab nations on the 15th May.

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Question 1(c) Target: Explanation of key events and issues (AO i). Question: Explain the reasons for the Camp David peace agreement. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain E.g.: candidates may concentrate on descriptions of the Camp David

Agreement in 1978/9 between Sadat and Begin in the Maryland Hills, the mutual recognition given by Israel and Egypt, the 'right to live in peace within their secure and recognised boundaries', and the prospect of a more comprehensive agreement at some unspecified point in the future on Gaza and the West Bank and limited local powers to the Palestinians in these territories. Israel agreed to give back Sinai, remove its settlements and all armed forces from Sinai, and Egypt also agreed not to block the Straits of Tiran and to allow Israel unrestricted use of the Suez Canal.


reason OR for a very good but purely descriptive answer. Award 5/6 marks for two or more clear reasons well explained. [4-6] E.g.: candidates may provide some description of the Camp David Accords in

1978/9 but the emphasis will be on analysing the reasons for the Camp David agreement including Sadat's desire for peace, the desire for a period of stability for Egypt which would allow it to recover from the effects of four wars and defeats, Sadat's bold and brave initiative, Begin's ability to carry off such a deal given his hardline credentials, the importance of recognition of Israel by an Arab state, the pressure placed on both parties by the USA and the results of Kissinger's shuttle diplomacy. Candidates may refer to the long-term consequences of the Yom Kippur War in 1973 and the general moves towards peace in the early 1970's.

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Question 1(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why did the Jews struggle increasingly for their own state between 1919 and

1948? [8]

LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: they were persecuted all over the world and wanted their own homeland. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to


attempt to discuss the key issue. E.g.: candidates may confine themselves to largely descriptive accounts of

Jewish activities in the 1920s and 1930s in the form of the Haganah, the Jewish Agency, the extremist activities of Irgun and the Stern Gang, and increased immigration. There will be little explicit attempt to analyse the reasons for the increase in Jewish nationalism and the push for an Israeli state from 1919.


Award 6 marks for a good explanation of key issue OR one clear factor evaluated well; expect some imbalance of coverage or omissions Award 7 marks for a reasoned and supported answer which analyses at least two factors and reaches a judgement with good balance Award 8 marks for above with very good use of supporting evidence

E.g.: candidates may provide some description of Jewish activities in the 1920s and 1930s as above in Level 2, but there will be much more of an attempt to analyse the underlying reasons for the push for an Israeli state in this period including the legacy of the Balfour Declaration, the growth of Zionism as an inspirational force, the desire to flee persecution in Eastern Europe, the ending of mass immigration to the USA in 1924, and the particular impetus provided by the Second World War and the Holocaust.

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Question 1(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i) Question: What major events contributed to the development of Palestine and Israel

between 1919 and 1990? [10] LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: the Arabs and the Jews fought a lot of wars. LEVEL 2 Apply the following framework: (3-5) Award 3 marks for a couple of related facts; superficial coverage.


E.g.: candidates may concentrate on one or two events and focus on one group, possibly the Jews, in one or more period. Alternatively candidates may provide a poor outline of events across the period with brief references to the scaffold and very little development.



E.g.: candidates may appreciate the shifting relationship between Arabs and Jews across the period but coverage of the major developments will be weak. Alternatively candidates may provide very thorough chronological accounts of the key events which contributed to the development of Palestine and Israel across the period including references to the British Mandate, relations between Arabs and Jews in the 1920s and 1930s, the various decisions made by the British in this period including the Peel Partition Plan and the White Paper of 1939, the growth of Jewish extremism after the Holocaust in the form of the Irgun and Stern Gang, the declaration of the State of Israel in 1948 and the work of David Ben-Gurion, the significance of the four major Arab-Israeli Wars, the plight of the Palestinians, Palestinian extremism and the PLO, the moves towards peace in the 1970s and later, the Intifada and the breakdown of the peace process. There will be little appreciation of variation in the position and policies of the competing groups over time and the contribution of both sides to the development of Palestine and Israel.

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E.g.: candidates will provide a thorough outline of events and developments across the period as above in Level 3 but in greater depth and detail. Candidates will also comment more confidently on shifting emphases, the greater or lesser importance of key events, and changing contributions to the development of Palestine and Israel across the period. These might include the success of the Jews in pushing for the State of Israel in 1948 and the catastrophe that this represented for the Palestinians, the shift towards the Israeli recognition of the need for a peace settlement in the later 1970's and 1980's reflected in the Camp David Accords, and the continuing Palestinian search for statehood and the impact of international terrorism in particular.

Question 2(a) Target: Recall and description of key events and issues (AO i). Question: What is the PLO? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference (1) E.g.: something to do with the Arabs. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: the Palestine Liberation Organisation set up by the Arab states in 1964

to represent and further the interests of the Palestinian people in the form of an independent Palestinian state. Led eventually by Yasser Arafat, factionalised with the largest grouping Al Fatah taking control of the PLO in 1968/9, and deeply associated with international terrorism in the form of the Dawsons Field hijackings in 1970 and the Munich Olympics atrocity of 1972

Question 2(b) Target: Recall and description of key events and issues (AO i). Question: Describe life on a kibbutz. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: lots of people worked hard together. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: accurate details of life on a kibbutz including communal living on farms,

joint ownership, shared farming and child rearing, and the development of a distinctive Israeli spirit founded on Socialist as well as Zionist principles.

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Question 2(c) Target: Explanation of key events and issues (AO i). Question: Explain how the Arabs responded to Jewish immigration to Palestine in

the 1920s and 1930s. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: candidates may concentrate on descriptions of Jewish immigration to

Palestine in the 1920s and 1930s through the ports of Haifa and Jaffa, or simplistic accounts concentrating on the fact that many Arabs didn't like it.


reason OR for a very good but purely descriptive answer. (4-6) Award 5/6 marks for two or more clear reasons well explained E.g.: candidates might be expected to provide some element of description of

Jewish immigration to Palestine in the 1920's and 1930's but there will be a more explicit attempt to explain how the Palestinian Arab population reacted to it. Candidates may make references to the basic Arab hostility to Jewish immigration encouraged by the extremist leadership of Haj Amin al-Husseini and the Supreme Muslim Council, the violence which erupted in Jaffa in 1921 and later in Hebron in 1929, the General Strike of 1936, and finally the Arab Revolt of 1937 to 1939.

Question 2(d) Target: Evaluation and analysis of key events and issues (AO i) Question: How did Jewish immigration after 1948 create problems for Israel? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: it made Israel stronger by increasing its population. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to


attempt to discuss the key issue. E.g.: candidates may provide largely descriptive accounts of Jewish immigration

to Israel post 1948 focussing on the entry of Sephardic Jews in operations like 'Operation Ezra and Nehemiah', and the Law of Return. There will be little attempt to analyse the impact of the new immigrants on Israeli society.

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E.g.: candidates may provide some description of Jewish immigration to Israel post 1948 as above but the focus will be on an analysis of the impact of this process on Israeli society. As well as the positive impact of nation building candidates should comment on the increasing tensions this created in Israeli society, with growing divisions between the newcomers or Sephardic Jews from North Africa and the Middle East, and the Ashkenazi or original settlers from Europe, reflected in the increased support for Likud. Many of the new settlers after 1948 felt that they were treated as second class citizens and few rose to positions of prominence. Many had problems integrating into Israeli society and few spoke Hebrew. They eventually expressed their discontent in deserting the Labour Party and supporting Likud. It also altered the original pioneering spirit of the foundation of Israel. Some candidates may refer to the particular problems and tensions created by the 700,000 Russian Jews who emigrated to Israel between 1989 and 1996.

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Question 2(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i). Question: What were the main factors in the changing relationship between Jewish

and Palestinian societies between 1919 and 1990? [10] LEVEL 1 Brief, generalised, vague answers (1/2) E.g.: the Jews did well as a society and the Palestinians did badly. LEVEL 2 Apply the following framework: Award 3 marks for a couple of related facts; superficial coverage. (3-5)


E.g.: candidates may concentrate on one group only or provide a weak outline of the separate development of Israeli and Palestinian societies with brief references to the scaffold and very little development.



E.g.: candidates may provide a highly differentiated response in terms of the main factors in the varied and unequal development of Israeli and Palestinian Arab societies but fail to cover the period adequately. Alternatively candidates may provide a good account of the main factors in the social and cultural development of Palestine and Israel across the period from 1919 including Jewish immigration in the 1920s and 1930s the loss of Arab property and land to Jews in the same period, the separate influence of the Jewish Agency and the Supreme Muslim Council, the rapid development of Israeli society after the victory of 1948, the catastrophe for the Palestinian people and economic stagnation, the statelessness of the Palestinian people, life in refugee camps, political isolation and the resort to terrorism and so on. There will however be very little attempt to differentiate clearly between the contrasting experiences of the two societies.



E.g.: candidates will provide full and accurate outlines of the main factors in

the development of Palestinian and Israeli societies across the period as in Level 3 but in greater depth and detail. Candidates will also differentiate clearly between the contrasting experiences of the two societies with the rapid growth of prosperity and confidence in Israel in sharp contrast to the stagnation and marginalisation of Palestinian society.

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Question 3(a) Target: Recall and description of key events and issues (AO i). Question: What were the Jaffa Riots? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: something to do with Arabs fighting Jews. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: Arab protests against increased Jewish immigration post-Balfour which

escalated into a full scale riot causing 200 Jewish and 120 Arab deaths. Question 3(b) Target: Recall and description of key events and issues (AO i). Question: Describe the events of the Six Day War of 1967. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: the Jews attacked the Arabs and won. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: accurate details of the pre-emptive strike launched by Israel on the 5th

June 1967 beginning with Israeli air-strikes against the Egyptian, Jordanian and Syrian airforces, the destruction of 400 Arab planes, the seizure of Sinai up to the Suez Canal, the capture of the West Bank and East Jerusalem from Jordan, and finally the attack on Syria on 9th June, and the occupation of the Golan Heights. A cease-fire was agreed to by the Israelis on 10th June.

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Question 3(c) Target Explanation of key events and issues (AO i) Question: Explain the reasons for the growth of Palestinian extremism in the 1960s

and 1970s. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: The Palestinians were still without hope of returning to their homeland

and therefore they turned to international terrorism. LEVEL 2 Award 4 marks for answers that briefly explain and develop a distinct

reason OR for a very good but purely descriptive answer. Award 5/6 marks for two or more clear reasons well explained. (4-6) E.g.: candidates may provide some description of Palestinian extremism in

the 1960s and 1970s as above ( e.g. Dawson's Field, Munich Olympics etc) but will focus more sharply and analytically on the reasons for this upsurge in extremism including the defeat of 1967, the emergence of a more independent PLO, the leadership of Yasser Arafat, the emergence of more extreme factions within the PLO, conditions in the refugee camps which acted as a fertile breeding ground for extremism and the need to capture the world's attention.

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Question 3(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why did Israel become involved in the Suez Crisis of 1956? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: they wanted to defeat Egypt. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to


attempt to discuss the key issue. E.g.: candidates may provide largely descriptive accounts of the Suez conflict

including the Israeli attack on 29th October, the seizure of the Sinai Peninsula, followed by the British and French invasion on 5th November. There will be little attempt to analyse the causes of Israeli involvement in the Suez War.



E.g.: candidates may provide some description of the Suez Crisis as above but

will make a clearer attempt to point to the reasons for Israeli involvement including the secret deal agreed at Sevres by Ben Gurion, the long term conflict caused by the events of 1948-9, Israeli insecurity exacerbated by the arms deal negotiated by Egypt and Czechoslovakia, the suspicion of a Soviet backed plan to eradicate Israel, the joint military operations between Egypt, Jordan and Syria, the need to launch a pre-emptive strike and so on.

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Question 3(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i). Question: How did the Jews, Arabs and outside powers contribute to conflict in the

Middle East between 1919 and 1990? [10] LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: they all fought each other because of religion and land. LEVEL 2 Apply the following framework: Award 3 marks for a couple of related facts; superficial coverage.

Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline. (3-5)

E.g.: candidates may focus on one side in a series of conflicts involving Arabs and Jews or on conflict in one or two periods. Alternatively candidates may provide a poor outline of conflict between Arabs, Jews and outside powers across the period with brief references to the scaffold and very little development and attempt to analyse the contribution of each group to conflict.

LEVEL 3 Apply the following framework:

Award 6 marks for answers with more developed chronological grasp but with imbalanced coverage. Award 7 marks for sound chronological coverage of whole period; good supporting detail OR a differentiated account with incomplete coverage. Award 8 marks for a very good chronological coverage with accurate supporting detail. (6-8)

E.g.: candidates may provide some analysis of the causes of conflict in the development of the Middle East from the point of view of Jews, Arabs and Outside Powers. Alternatively, candidates may provide good chronological accounts of conflict across the period beginning with riots and indiscriminate acts of violence in the 1920s, the Arab general strike of 1936, the Arab Revolt 1936-39, the brutal crushing of the Arab Revolt by the British with the assistance of the Haganah, the growth of Jewish extremism after the Second World War including the activities of the Irgun and Stern Gang, Plan Dalet, the massacre at Deir Yassin and the War of Independence in 1948, the Suez Wart of 1956, the Six day War of 1967, the Yom Kippur War of 1973, the development of Palestinian extremism and the activities of the PLO in the 1960s and 1970s, the growth of Palestinian civil disobedience in the Occupied Territories and the Intifada. Candidates may also refer to wider conflicts in the Middle East and their impact on the situation in Israel/Palestine including Lebanon, the Iran-Iraq War, the first Gulf War and so on. There will however be little attempt to analyse the varying contribution of Jews, Arabs and Outside Powers to conflict in the Middle East and Middle East.

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E.g.: candidates will provide detailed chronological accounts of conflict in the Middle East as in Level 3 but in greater depth and detail. There will also be a clear attempt to assess the varying contribution of Jews, Arabs and Outside Powers to conflict in the Middle East. Possible examples might include the activities of Jewish extremists in the build up to 1948 and how they drove Britain into withdrawal from Palestine, the responsibility of the Outside Powers for conflict in 1956, the pre-emptive strike launched by Israel in 1967, the Arab aggression in 1973, the Palestinian Intifada of 1987 etc.

GCSE MS - Paper 15 - Middle East (Summer 2007)/AOB

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PAPER 165/16 The Union of Soviet Socialist Republics, 1924-1991

FINALISED MARKING SCHEME Question 1(a) Target: Recall and description of key events and issues (AO i). Question: What were Stalin's purges? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: something to do with getting rid of people he didn't like. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: candidates should refer to the removal of real and imagined opponents

of Stalin beginning in 1936 in the wake of the Kirov murder and lasting until 1938. The victims included old Bolsheviks like Zinoviev and Kamenev, lower ranking members of the Communist Party, top officers in the Red Army and members of the NKVD including Yagoda and Yezhov.

Question 1(b) Target: Recall and description of key events and issues (AO i). Question: Describe 'government by the elderly'. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: it had something to do with old people running Russia in the 1960s and

1970s. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: the governments of Brezhnev, Andropov and Chernenko. Old style Soviet

leaders who clamped down hard on dissidents, nationalist aspirations and Jews.

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Question 1(c) Target: Explanation of key events and issues (AO i). Question: Explain the process of de-Stalinisation. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: candidates may provide largely descriptive accounts of the removal of

statues and portraits of Stalin, the rewriting of Soviet history books, the renaming of cities and so on.


reason OR for a very good but purely descriptive answer. (4-6) Award 5/6 marks for two or more clear reasons well explained. E.g.: candidates may provide some element of description as above but the

focus will be on analysing and explaining the policy of de-Stalinisation adopted by Khruschev as part of his attempt to rule more benignly and to free-up Russia's resources in terms of manpower and economic investment to improve living standards in Russia. It was a complete break with the terror of Russia's Stalinist past.

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Question 1(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why did Stalin attempt to modernise the Soviet Union? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: he needed to catch up with other countries. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a limited attempt to discuss key issue OR a good

descriptive only account. Award 5 marks for a reasonable attempt to discuss key issue OR a very

good descriptive only account. E.g.: candidates may provide largely descriptive accounts of the modernisation

process both in agriculture and industry in the form of collectivisation of farms and the Five Year Plans. Candidates may provide extensive details of one or both of these policies without making clear the reasons for them.



E.g.: candidates may provide some element of description of modernisation as above but the focus will be on analysing Stalin's reasons for the rapid modernisation of the Soviet Union. Candidates may refer to the importance of catching up with the West in order to withstand an attack on the Soviet Union, the part modernisation played as a mechanism of political and social control particularly of the peasants, the policy of Socialism in One Country, reasons of international prestige and the attempt to create a larger proletariat who were more likely to support Communism.

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Question 1(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i). Question: In what ways did the USSR develop and change as a nation between 1924

and 1991? [10] LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: it became one of the most powerful countries in the world. LEVEL 2 Apply the following framework: (3-5) Award 3 marks for a couple of related facts; superficial coverage.


E.g.: Candidates may concentrate on the development of the Soviet Union in one period possibly the 1930's and 1940's. Alternatively candidates may provide a poor outline of the development of the Soviet Union across the period with brief references to the scaffold and very little development.



E.g.: Candidates may provide partial accounts of the development of the Soviet Union across the period but make some attempt to discuss the fluctuating fortunes of the Soviet Union and shifts in emphasis and policy over time. Alternatively candidates may provide good chronological accounts of the development of the Soviet Union across the period including references to the power struggle between Stalin and Trotsky in the 1920s, the emergence of Stalinism, the political and economic development of the Soviet Union in the 1930s including industrialisation, the Five Year Plans, collectivisation, the development of the terror/police state, the role of the NKVD, the Great Purges, the Great Patriotic Struggle and the Second World War, victory in the Second World War and the emergence of the Soviet Union as a superpower, the creation of an East European buffer zone and client states, the death of Stalin and the new leadership of Khruschev, the process of deStalinisation, economic reform and greater political freedom, the removal of Khruschev and the rule of the elderly, the rise to prominence of Gorbachev and his policies of reform including Glasnost and Perestroika and the eventual collapse of the Soviet Union and loss of superpower status. There will be little attempt however to comment on fluctuating fortunes and changes in emphasis and policy.

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E.g.: candidates will provide good chronological accounts of the development of the Soviet Union across the period as in Level 3 but in greater depth and detail. Candidates will also make a clear effort to point to the changing fortunes of the Soviet Union and shifts in emphasis and policy including, possibly, the emergence of the Soviet Union as a superpower after the Second World War, the repressive policies of Stalin in contrast to the more tolerant and liberal policies of Khruschev, the political and economic liberalisation of the Gorbachev years, and the collapse and disintegration of Soviet power in 1991.

Question 2(a) Target: Recall and description of key events and issues (AO i). Question: What was Glasnost? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: something to do with making Russia better. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: Gorbachev's plan for reform and development in the USSR, allowing

greater 'openness', allowing critics in the media and the arts to broadcast and publish their criticisms of the Soviet system more freely.

Question 2(b) Target: Recall and description of key events and issues (AO i). Question: Describe the first of Stalin's Five Year Plans. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: a lot of Russians were forced to work very hard to make Russia stronger. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: candidates may refer to the first Five Year Plan set up by Gosplan in

1928 setting production targets that had to be met in every area of the economy within five years. Workers in each industry were told exactly how much to produce with rewards for meeting these targets and punishments for not. The emphasis of the First Five Year Plan was on heavy industry: coal, iron, steel and oil.

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Question 2(c) Target: Explanation of key events and issues (AO i). Question: Explain how the kulaks reacted to collectivisation. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: candidates may provide largely descriptive accounts of the process of

collectivisation involving the combining of 25 million peasant farms into 250,000 state run and owned collective farms. There will be little attempt to focus on how the wealthier peasants reacted to this process.



focus will be on analysing and explaining the hostile reaction of most kulaks to the process of collectivisation and their opposition to it in the form of slaughtering their own livestock. 14 million cattle were slaughtered and resistance was particularly strong in the Soviet Ukraine. Some candidates may refer to the brutal suppression of any resistance by the army and the forced transportation of up to 1.5 million kulaks to the most inhospitable parts of Russia where many died of cold, hunger and disease.

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Question 2(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why did many Russians benefit from the rule of Khruschev? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: they were allowed to do what they wanted and had more goods. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support Award 4 marks for a limited attempt to discuss key issue OR a good

descriptive only account. Award 5 marks for a reasonable attempt to discuss key issue OR a very good

descriptive only account. E.g.: candidates may provide largely descriptive accounts of Khruschev's rule

including references to de-Stalinisation, the Seven Year Plan, the Virgin Lands scheme and peaceful co-existence with the West. There will be little attempt to explain how these policies impacted positively on the lives of many Russians.



E.g.: candidates may provide some element of description of Khruschev's rule as above but the focus will be on analysing and explaining the ways in which many Russians benefited from his policies e.g. the greater freedoms enjoyed after Stalinism was denounced, the release of political prisoners, the greater emphasis on raising living standards, more consumer goods and luxuries, the easing of Cold War tensions, more meat and dairy products for the whole population as a result of the Virgin Lands scheme and so on.

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Question 2(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i). Question: How did the Soviet people develop as a society between 1924 and 1991? [10] LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: they were affected greatly and all became Communist. LEVEL 2 Apply the following framework: (3-5) Award 3 marks for a couple of related facts; superficial coverage.


E.g.: candidates may provide accounts of the development of the Soviet people under Communist rule in one period, possibly the 1930's and 1940's concentrating on the rule of Stalin and events like the Great Purges. Alternatively candidates may provide poor outlines of the development of the Soviet Union across the period and the impact this had on the lives of the Soviet people with brief references to the scaffold and very little development.



E.g.: candidates may provide differentiated accounts of the development of the Soviet people under Communist rule appreciating that this had different effects on different sections of Russian society, but the coverage of the period will be incomplete. Alternatively candidates may provide good chronological accounts of the development of the Soviet people under Communist rule as a whole including the scrapping of NEP and the drastic consequences for the Russian people of Stalin's policy of collectivisation and the Five Year Plans leading to the death and suffering of millions of Russians, the devastation of the Second World War and the use of nationalism as a rallying cry, the national pride associated with victory in the Second World War followed by the tensions of the Cod War, the impact of deStalinisation and the new economic policies of Khruschev, the stagnation and restrictions of the Brezhnev years and the particular consequences for dissidents,the casualties of the war in Afghanistan the greater freedoms of the Gorbachev years and impact of Glasnost and Perestroika, as well as demokratizatsiya followed by the chaos of the collapse of the Soviet Union. There will be little attempt however to address the contrasting experiences of different sections of Russian society and shifts in society brought about by changes in the Communist Party's policy either domestically or internationally.

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LEVEL 4 An effective overview of the changes with a genuine attempt to differentiate; recognition of the varying impact of changes. (9/10) Must build on very good chronological coverage.

E.g.: candidates will provide detailed accounts of the development of the Soviet people under Communist rule as in Level 3 but in greater depth and detail, and recognising that the experiences of the Soviet people varied greatly. There will be a clearer attempt to comment on the varying experiences of different groups in separate phases of Communist rule including the contrast between the experiences of Kulaks, minority groups and nationalities, the treatment of Party Officials, the creation of elite workers, the position of religious groups especially the Jews, the experience of dissidents and so on. Candidates may also comment on the impact of changing policies on the Soviet people including the contrast between the terror of Stalinism and the greater liberalisation of the Khruschev era.

Question 3(a) Target: Recall and description of key events and issues (AO i). Question: What was the arms race? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: something to with weapons developed by Russia. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: the process of nuclear proliferation during the Cold War, especially in

the aftermath of the Korean War which led to the development of more powerful weapons of mass destruction. Candidates may refer to MAD, which the USSR and the USA subscribed to in the 1950s and periods of the 1960s.

Question 3(b) Target: Recall and description of key events and issues (AO i). Question: Describe the Soviet invasion of Czechoslovakia in 1968. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: they sent tanks into Czechoslovakia. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: candidates may refer to the disagreements between Khruschev and the

reformist Czech government of Alexander Dubcek, the Prague Spring, the Soviet invasion on 21st August 1968 involving tanks, paratroopers and the support of East German and Hungarian troops, and the deaths of between 80 and 200 Czech resisters.

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Question 3(c) Target: Explanation of key events and issues (AO i). Question: Explain why Stalin signed the Nazi-Soviet Non-Aggression Pact in 1939. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: candidates may provide a largely descriptive account of the Nazi Soviet

Non- Aggression Pact signed in August 1939 by Ribbentrop and Molotov in which the two sides agreed not to attack each other and to remain neutral if either was attacked by another country. Candidates may also refer to the agreement to divide Poland between themselves, the identification of which countries would be under Nazi and Soviet jurisdiction respectively, and various trade agreements.



focus will be on explaining and analysing the reasons for the Stalin agreeing to the Nazi Soviet Non-Aggression Pact. These might include the need to buy time to build up the Soviet armed forces for what he believed was the certainty of attack by Germany at some point, tricking Hitler, the distrust of Britain and France in the aftermath of their refusal to sign an alliance with him against Germany earlier in 1939, the belief that Britain and France were unable and unwilling to stand up to Germany and the desire to seize territory in Poland annexed in the Treaty of Brest-Litovsk in 1918. The Red Army had also been massively weakened as a result of Stalin's purges and the Pact gave him some time to replenish his command.

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Question 3(d) Target: Evaluation and analysis of key events and issues (AO i.) Question: Why did the Soviet Union become a superpower after 1945? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: because it had won the Second World War. LEVEL 2 More reasoned answers will appear here. Apply the following

framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a limited attempt to discuss key issue OR a good

descriptive only account. Award 5 marks for a reasonable attempt to discuss key issue OR a very

good descriptive only account. E.g.: candidates may provide largely descriptive accounts of the development

of the Soviet Union as a superpower mainly focussed on the development of nuclear weapons. Candidates may also focus on largely descriptive accounts of Cold War clashes between the Soviet Union and the USA in Berlin, Korea, and Cuba. There will be little attempt to explore the reasons for the Soviet Union becoming a superpower in the aftermath of the Second World War.

LEVEL 3 Analytical answers will appear here. Apply the following framework: (6-8)


E.g.: candidates may provide some description of the Soviet Union's superpower status as in Level 2 but the focus will be on providing a more analytical account of why it was able to develop in this way including references to the defeat of Germany in 1945, Potsdam, the occupation of Berlin and East Germany, the creation of satellite states in Eastern Europe, Cominform, the formation of the Warsaw Pact in 1955 and the development of a nuclear arsenal along with a vast conventional force. Some candidates may refer to the economic potential of the Soviet Union and the simple fact that Russia and the USA were in a different league to other powers such as Britain and France in terms of their strength, armed forces and success in winning the war and the peace. The Soviet Union's wider influence in the world might also be mentioned.

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Question 3(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i) Question: How did the Soviet Union develop its position in the world between 1924

and 1991? [10] LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: they tried to spread Communism and took over half the world. LEVEL 2 Apply the following framework: (3-5) Award 3 marks for a couple of related facts; superficial coverage.


E.g.: candidates may focus on Soviet foreign policy in one period possibly the Cold War or provide a poor outline of Soviet foreign policy across the period and the attempt to promote Soviet power, with brief references to the scaffold and very little development.



E.g.: candidates may provide highly differentiated accounts of Soviet foreign policy in terms of recognising shifts in policy, attempts to promote Soviet world influence, and variations in power, but coverage of the period will be incomplete. Alternatively, candidates may provide good chronological accounts of Soviet foreign policy across the period and attempts to promote its influence, with references to isolation in the 1920s and 1930s, the work of the Communist International (Comintern), the Nazi-Soviet Non-Aggression Pact, victory in World War Two, the subjugation of Eastern Europe, the Cold War and various incidents including the Berlin Blockade, the Berlin Wall, the Cuba Crisis among many others, intervention in Hungary and Czechoslovakia, the period of détente in the later 1960s and 1970s, the invasion of Afghanistan, the improved relations of the Gorbachev era, the collapse of the Soviet Union in 1991 and the declining influence of the rump state as a world force. There will be little appreciation however of shifts in power, world influence and emphasis in Soviet foreign policy across the period.

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Must build on very good chronological coverage. E.g.: candidates will provide good accounts of Soviet foreign policy across the

period as in Level 3 but in greater depth and detail. Candidates will also comment on shifts in Soviet foreign policy and attempts to develop its position in the world, including the changes in foreign policy emphasis from relative isolation in the 1920s and 1930s, the attempts to spread Communism in this period through the Comintern, victory in the Second World War and the development of nuclear weapons during the Cold War, attempts at détente in the 1960s and 1970s, the aggression of the Afghanistan era and the re-emergence of Cold War hostilities through to the more conciliatory policies of Gorbachev and the eventual collapse of the Soviet Union and the concomitant reduction in its world power.

GCSE MS - Paper 16 - Russia (Summer 2007)/AOB

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PAPER 165/17 The United States of America, 1929-1990

FINALISED MARKING SCHEME Question 1(a) Target: Recall and description of key events and issues (AO i). Question: What was the Watergate scandal? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: something to do with Nixon. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: The scandal following Nixon's attempts to cover up Whitehouse

involvement in the bugging of the Democrat offices in the Watergate apartment block in June 1972 by five members of CREEP, Nixon's denial of any involvement in the incident, and the events leading to the exposure of the cover up ending in Nixon's resignation in August 1974.

Question 1(b) Target: Recall and description of key events and issues (AO i). Question: Describe Roosevelt's 'Hundred Days'. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: something to do with the way in which Roosevelt governed in the 1930s. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: Roosevelt's first hundred days in power in which he assumed emergency

powers in order to set up the alphabet agencies designed to tackle the USA's problems, principally the need to get people back to work.

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Question 1(c) Target: Explanation of key events and issues (AO i). Question: Explain the popularity of President John F Kennedy. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: candidates may provide largely simple descriptive accounts of Kennedy's

administration and his attraction as a young president with charismatic appeal. There will be little attempt to explain and analyse the reasons for Kennedy's popularity.



focus will be on explaining and analysing the popularity of Kennedy. Candidates may refer to Kennedy's personal charm and charisma, his youthfulness, the hope he provided for millions of disenfranchised Americans, the break he represented with the past, his New Frontier programme which attacked poverty, inequality and deprivation, his attempt at far reaching reforms in health care and civil rights, and so on.

Question 1(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why did some young people in America become more rebellious from the

1950s onwards? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: because they wanted to fight against their parent's values. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to


attempt to discuss the key issue. E.g.: candidates may provide largely descriptive accounts of youth rebellion

in the 1950s, 1960s and 1970s including references to the 'beat' movement, the rock and roll generation, the Hippy movement, anti-Vietnam protest, the growth in juvenile delinquency, dropping out, communes, San Francisco and so on. There will be little explicit attempt to analyse and explain the reasons for youth rebellion in this period.

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E.g.: candidates may provide some element of description of youth rebellion as above but the focus will be on analysing the reasons for this process. Candidates may refer to the influence of music, film and literature, the development of the Civil Rights movement, the stimulus of anti Vietnam, the affluence of the young people of this period, the development of a distinctive youth culture and the general rejection of the status quo and parental values. The influence of particular writers, actors and musicians like Kerouac, Salinger, Dylan, Hendrix and James Dean may be referred to.

Question 1(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i). Question: In what ways did America develop and change as a society between 1929

and 1990? [10] LEVEL 1 Brief, generalised, vague answers (1/2) E.g.: America developed into a very well off and powerful society. LEVEL 2 Apply the following framework: (3-5) Award 3 marks for a couple of related facts; superficial coverage.


E.g.: candidates may focus on one period in the development of America in the twentieth century, for example the 1930s with extensive references to the Depression and the New Deal. Alternatively candidates may provide a poor outline of the development of the USA across the period with brief references to the scaffold and very little development and little attempt to differentiate between the impact that these changes had on different groups of Americans or on society as a whole.

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E.g.: candidates may provide highly differentiated responses discussing the impact of many developments in the USA on various groups including women, black people, young people, minority groups, different social classes and so on but fail to cover the period satisfactorily. Alternatively candidates may provide good chronological accounts of the development of the USA across the period covering the Depression, the New Deal, the Second World War, post war prosperity, Kennedy and his New Frontier, Johnson's Great Society, popular culture, changes in music, film, TV, fashion and youth in the 1950s and 1960s, the feminist movement, Nixon and Watergate, the Reagan Years and so on. There will be little attempt however to differentiate between the experiences of different groups of Americans and to comment explicitly on significant changes in American society in this period.



Must build on very good chronological coverage. E.g.: candidates will provide good chronological accounts of the development of

the USA across the period as in Level 3 but in greater depth and detail. Candidates will also begin to comment more explicitly on significant changes, and differentiate more effectively between the impact of these changes on different groups of Americans. Candidates may comment on the significance of the New Deal and different responses to it, and its varying impact on different groups of Americans, the contrast between urban and rural America, the selective effects of the feminist movement, the varying impact of developments on different racial groups, the contrast between North and South and different social classes and so on.

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Question 2(a) Target: Recall and description of key events and issues (AO i). Question: What was the Black Power Movement? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) E.g.: something to do with black people. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: the movement which grew up in the mid 1960's in the large urban centres

of America which rejected the pacifism of MLK and advocated a violent struggle for a separate black state. Led by Malcolm X and epitomised by the Black Panthers.

Question 2(b) Target: Recall and description of key events and issues (AO i) Question: Describe the treatment of black Americans during the 1930s. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: a lot of people were killed by white people. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: details of the treatment of black Americans in the 1930's including the

Jim Crow Laws and the system of segregation, the activities of the KKK, especially lynching, poll taxes and literacy tests which excluded black people from democratic politics, the economic exploitation of black people, including the sharecropping system, and the impact of the Depression.

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Question 2(c) Target: Explanation of key events and issues (AO i). Question: Explain why more black people have been successful in politics, the media

and entertainment since the 1970s. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: candidates may provide a simplistic explanation along the lines of black

people have become more successful in these areas in the 1970s and 1980s because of greater opportunities or describe the success of some black Americans in these areas.


reason OR for a very good but purely descriptive answer. (4-6) Award 5/6 marks for two or more clear reasons well explained. E.g.: candidates will focus on explaining and analysing the influence of the

black cultural movement of the late 1960s and 1970s which encouraged the development of a more positive black self image and the development of successful role models in American society, taking advantage of the successes of the Civil Rights legislation of the 1960s (the Civil Rights Act of 1964 and the Voting Rights Act of 1965) to achieve high positions in politics, entertainment and the media. Candidates may refer to individuals like Carl Stokes, Jesse Jackson and Colin Powell in politics, Will Smith, Eddie Murphy, Wesley Snipes, Samuel L Jackson in films and Oprah Winfrey in media.

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Question 2(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why was the Montgomery Bus Boycott a turning point for black Americans? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: because white people were forced to back down for the first time. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to


attempt to discuss the key issue. E.g.: candidates may provide largely descriptive accounts of the Montgomery

Bus Boycott beginning with Rosa Parks' refusal to give up her seat to a white person on 1st December 1955 and her subsequent arrest and jailing, the organisation of a year long boycott of the buses by the NAACP, the leadership of MLK and the Supreme Court ruling in November 1956. There will be little attempt to analyse the significance of the Bus Boycott for the Civil Rights movement as a whole.



E.g.: candidates may provide some element of description as above but the focus will be on analysing the importance of the Montgomery Bus Boycott in terms of the stimulus it gave to the Civil Rights movement, the bringing to prominence of MLK, the demonstration of black economic power, the capitulation of the bus company, the ending of segregation based on the Supreme Court ruling, the appeal to the constitution and use of the Supreme Court, the later development of CORE and the freedom rides and so on. The symbolic importance of Rosa Parks as someone who stood up to institutionalised white racism may be referred to.

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Question 2(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i). Question: In what ways did black American society develop and change between

1929 and 1990? [10] LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: they were always unequal in their development with white people. LEVEL 2 Apply the following framework: (3-5) Award 3 marks for a couple of related facts; superficial coverage.


E.g.: candidates may focus on the development of the race issue in one period only, for example the development of Civil Rights in the 1950s and 1960s. Alternatively candidates may provide a poor outline of the development of the race issue in the USA across the period with brief references to the scaffold and very little development.



E.g.: candidates may provide extensive differentiation and /or comment on the pace of change in the development of black society in different periods but coverage of the period will be incomplete. Alternatively, candidates may provide good chronological accounts of the development of Black people in the USA across the period with references to the impact of the Depression, Klan violence, the work of the NAACP, the role of black musicians and artists in the 1930s, the response to white violence, the role of black Americans in the Jim Crow Army in the Second World War, the Fair Deal, the development of the Civil Rights movement in the 1950s and 1960s and its seminal moments including Rosa Parks and the Montgomery Bus Boycott, Brown v's Topeka, the Little Rock Nine, James Meredith, the Freedom Rides, the March on Washington, the leadership of MLK, the development of Black Power, the Black Panthers and Malcolm X, the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Fair Housing Act of 1968, the greater political and economic success of black people in the 1970s and 1980s, black politicians, mayors, actors, musicians, set alongside the continuing problem of ghettos and a marginalised urban black underclass etc. There will be little attempt however to comment on the varied experiences of different groups of black people or the uneven pace of change in different periods.

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LEVEL 4 An effective overview of the changes with a genuine attempt to differentiate; recognition of the varying impact of changes. (9/10)

Must build on very good chronological coverage.

E.g.: candidates will provide good chronological accounts of the development of black society in the USA across the period as in Level 3 but in greater depth and detail. Candidates will also begin to differentiate more effectively between the varied experiences of different groups of black Americans possibly middle and working class, urban and rural, Northern and Southern, male and female and so on. Candidates will also appreciate that black development was not equal to whites for much of the period, if not all of it, and that the pace of change for black people varied in different periods with references to the slow pace of change before 1945 and the more accelerated pace of change associated with Civil Rights after the war and also the way in which this stalled in the late 1960s.

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Question 3(a) Target: Recall and description of key events and issues (AO i).

Question: Who were the Vietcong? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference (1) E.g.: something to with the war in Vietnam. LEVEL 2 A more detailed and accurate answer with some development OR two

weak but valid points. (2) E.g.: The North Vietnamese Communist forces of Ho Chi Minh who fought the

Vietnam War against America. Question 3(b) Target: Recall and description of key events and issues (AO i).

Question: Describe Marshall Aid. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) E.g.: America gave a lot of help to Europe after the Second World War. LEVEL 2 More detailed and accurate answer; development of one point for 3

marks; two developed points for four marks. (3/4) E.g.: 13 billion dollars offered by Secretary of State George C Marshall to

states recovering from the Second World war in an attempt to stop the spread of Communism particularly in Western Europe, and in accordance with the Truman Doctrine.

Question 3(c) Target: Explanation of key events and issues (AO i). Question: Explain America's attitude to world affairs in the 1930s. [6] LEVEL 1 Award 1 mark for vague generalisations. (1-3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. E.g.: candidates may provide simplistic explanations along the lines of wanting to

stay out of world affairs or largely descriptive accounts of American foreign policy in this period (e.g. they weren't part of the League of Nations).

LEVEL 2 Award 4 marks for answers that briefly explain and develop a distinct reason OR for a very good but purely descriptive answer. (4-6)

Award 5/6 marks for two or more clear reasons well explained. E.g.: candidates may provide some description of American foreign policy in the

1930s as above but the focus will be on explaining and analysing American isolationism in this period. Candidates may refer to the priority of dealing with its own internal problems including the Depression or the isolationist strand in American foreign policy thinking. Candidates may also refer to the Neutrality Acts and specific examples of isolationism in this period including 'cash and carry'.

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Question 3(d) Target: Evaluation and analysis of key events and issues (AO i). Question: Why was the Cuban Missile Crisis a turning point in Cold War relations? [8] LEVEL 1 Generalised and simplistic response; basic description only. (1/2) E.g.: because it was a victory for the USA. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3-5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to


attempt to discuss the key issue. E.g.: candidates may provide largely descriptive accounts of the Cuban

Missile Crisis in October 1962 with references to the Soviet build up of nuclear weapons and troops, tanks, anti-aircraft missiles and jets on Cuba, the US spy planes, nuclear missile sites, the US blockade, Soviet ships sailing for Cuba, Khruschev's letters, the compromise deal, the removal of Soviet missiles from Cuba etc.



E.g.: candidates may provide some element of description of the Cuban Missile Crisis but there will be more focus on explaining why it was a turning point in Cold War relations. Candidates may refer to the compromise deal which emerged between Kennedy and Khruschev which paved the way for a period of improved Cold War relations, and the realisation that the world had come to the brink of nuclear war. Candidates may refer to the setting up of a 'hot line' between the American President and the Soviet leader and the Nuclear Test Ban Treaty of 1963 outlawing the testing of nuclear weapons in the atmosphere, under the sea or in space.

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Question 3(e) Target: Explanation, analysis and evaluation of key events and issues. (AO i). Question: How did America develop its position in the world between 1929 and

1990? [10] LEVEL 1 Brief, generalised, vague answers. (1/2) E.g.: it used its military power and became a superpower. LEVEL 2 Apply the following framework: (3-5) Award 3 marks for a couple of related facts; superficial coverage.


E.g.: candidates may concentrate on one period only, for example the USA's foreign policy during the Cold War. Alternatively, candidates may provide a poor outline of American foreign policy across the period and American attempts to promote its position in the world, with brief references to the scaffold and very little development.



E.g.: candidates may provide responses with a great deal of variation and appreciation of shifts in US foreign policy and its varied attempts to promote its position in the world, but fail to cover the period. Alternatively, candidates may provide good chronological accounts of US foreign policy across the period with references to isolationism in the 1930's, the Neutrality Acts, the growing threat of Japan, US relations with the League of Nations, Pearl Harbor and US entry into the Second World War, the US role in achieving victory in the Second World War both in Europe and the Pacific, the dropping of atomic bombs on Hiroshima and Nagasaki, emergence as a superpower after 1945, the shift from isolationism to interventionism and containment, the Truman Doctrine, the domino theory and Marshall Aid, the onset of the Cold War, US investment in Berlin as the frontline of the Cold War, US involvement in Korea, the Cuban Crisis, the Vietnam War, détente and relations with China, US influence in the Middle East, responses to the Soviet invasion of Afghanistan, Reagan and Star Wars, US involvement in the collapse of the Soviet Union and so on. There will be little appreciation however of shifts in US foreign policy across the period and variations in the USA's attempts to promote its position in the world, as well as its varying importance at different times.

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Must build on very good chronological coverage. E.g.: candidates will provide good chronological outline of US foreign policy

across the period as in Level 3 but in greater depth and detail. Candidates will also begin to comment on the shifts in foreign policy and the varying ways in which it attempted to promote itself in world affairs across the period, principally the crucial importance of the Second World War in reorienting American foreign policy, the part it played in turning the USA into a nuclear superpower, and the essential shift from isolationism to interventionism and containment. Within the context of the Cold War candidates will recognise changes from deterrence to détente as a way of promoting its international position, and the way in which US relations improved with some countries and deteriorated with others at different times (e.g. China and the Soviet Union).

GCSE MS - Paper 17 - USA (Summer 2007)/AOB

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WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU General Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd

HISTORY 2007 STUDY IN DEVELOPMENT

PAPER 165/18 - CRIME AND PUNISHMENT, c. 1530 onwards


Question 1(a)

Target: Recall and description of key events and issues (AO i).

Question: What was treason? [2]

LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) Eg: It was breaking the laws of the monarch.

LEVEL 2 A more detailed and accurate answer with some development OR two weak but valid points. (2)

Eg: Treason was breaking the law by speaking against the king and his current wife and heirs, or supporting the Pope in the 16th century, for example.

Question 1(b)


Question: Describe how unemployment led to crime in the sixteenth century. [4]

LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) Eg: There was mass unemployment and when people were out of work, they got into trouble.

LEVEL 2 More detailed and accurate answer; development of one point for 3 marks; two developed points for four marks. (3/4) Eg: Various factors led to unemployment in the C16th – the dissolution of the monasteries; enclosure for sheep farming; and fewer soldiers were needed in the army because it became increasingly a time of peace. There was a belief that idleness was wrong, that everyone should be encouraged to work and were to be punished if they did not do so. Vagrancy became a crime and the able-bodied poor were punished.

Question 1(c)

Target: Explanation of key events and issues (AO i).

Question: Explain why stagecoach travel became a cause of crime in the eighteenth century. [6]

LEVEL 1 Award 1 mark for vague generalisations. (1/3) Award 2/3 marks for description of a single fact with brief or implied attempt to

explain. Eg: People travelled on the slow roads of the time; they could be held up by highway robbers.

LEVEL 2 Award 4 marks for answers that briefly explain and develop a distinct reason OR for a very good descriptive only answer.

Award 5/6 marks for two clear reasons well explained. Eg: There was increased travel because of improved roads in the C18th and there was increased wealth. Richer people travelled more, taking their belongings with them. These belongings were a lure for highwaymen, like Dick Turpin, who could disappear very quickly after committing their robbery. Highway robbers knew that they could usually get away with their crime because of the lack of an efficient police force.

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Question 1(d) Target: Evaluation and analysis of key events and issues (AO i).

Question: How important was social unrest in causing disturbances like the Luddite

and Rebecca riots in the early nineteenth century? [8]

LEVEL 1 Generalised and simplistic response; basic description only. (1/2)

Eg: People were discontented with their living and working conditions; this led them to protest – in the towns and in the countryside.

LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3/5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to discuss the key issue. Award 5 marks for a very good descriptive account OR a reasonable attempt to discuss the key issue.

Eg: The Luddite riots were caused by unemployment: machines replaced workers in the textile industry and the workers destroyed the machines. The Rebecca rioters were suffering from many hardships and the toll-gates were one grievance too many for them, so they attacked and destroyed the toll-gates.

LEVEL 3 Mostly analytical answers will appear here. Apply the following framework: (6/8)

Award 6 marks for a good explanation of key issue OR one clear factor evaluated well; expect some imbalance of coverage or omissions. Award 7 marks for a reasoned and supported answer which analyses at least two factors and reaches a judgement with good balance. Award 8 marks for above with very good use of supporting evidence. Eg: Employers in the textile industry had introduced new machines called stocking- frames, which produced goods more cheaply than people could. As a result, workers lost their jobs and had their wages cut. This led to social unrest and the destruction of the stocking-frames in the Luddite riots of 1812. There were continuous bad harvests throughout the 1830s and, because of the hardship caused to farm workers in south-west Wales, social unrest escalated into the Rebecca riots of 1839 and 1842-43. Social unrest was very important in causing these disturbances because people lived in a time of social and economic uncertainty.

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Question 1(e) Target: Explanation, analysis and evaluation of key events and issues (AO i).

Question: Have the causes of crime always changed from Tudor times to the present day? In your answer you may wish to consider: poverty, greed, unemployment, the

pressures of modern society or any other relevant factor. [10] LEVEL 1 Brief, generalised, vague answers. (1/2)

Eg: Yes/no - religious problems caused crime in the early part of this period but this tends not to be the case today/ poverty has always been a cause of crime.

LEVEL 2 Apply the following framework: Award 3 marks for a couple of related facts; superficial coverage.

Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline. Eg: Some cause of crime have changed – drug addiction, the desire to steal motor cars; other causes of crime have remained the same – greed, poverty and unemployment.


Award 6 marks for answers with more developed chronological grasp but with imbalanced coverage. Award 7 marks for sound chronological coverage of whole period; good supporting detail. Award 8 marks for a very good chronological coverage with accurate supporting detail OR a differentiation only account with less good coverage. Eg: In the sixteenth century, religious problems caused crime because the monarch was frequently changing the country’s religion. This led to some people committing heresy. In the seventeenth and eighteenth centuries, greed played a part, as smugglers tried to evade customs officers and highwaymen tried to rob well-off travellers. Unemployment in the nineteenth century led to Luddism and, partially, to the Swing and the Rebecca riots. In the twentieth century, the pressures of modern society have led people into drug-taking and into stealing cars. Causes of crime, therefore, have always changed from Tudor times to the present day.


Must build on very good chronological coverage. Eg: The causes of crime have frequently changed over time, but there are elements which have stayed the same. Even in our supposedly sophisticated modern society, greed and jealousy continue to be causes of crime. In our growing urbanised population in the twenty first century, with its improved standards of living, there are more opportunities for crime of all kinds to be committed and, therefore, causation of crime may often have the same root causes, but there is also the possibility that causes will always change and adapt to new conditions and to new opportunities.

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Question: Who was John Fielding? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1)

Eg: A man who helped to keep the peace. LEVEL 2 A more detailed and accurate answer with some development OR (2) two weak but valid points.

Eg: John Fielding was a magistrate in Bow Street who created the Bow Street Runners in the 18th century. He also created a civilian horse patrol and published the Hue and Cry newspaper.

Question 2(b) Target: Recall and description of key events and issues (AO i).

Question: Describe how watchmen (charlies) helped to maintain law and order in the

sixteenth and seventeenth centuries. [4]

LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) Eg: They patrolled the streets at night and kept a watch on the town.

LEVEL 2 More detailed and accurate answer; development of one point for 3 marks;

two developed points for four marks. (3/4) Eg: Watchmen called out the time, as they patrolled the streets at night, and made sure that the town was safe. They kept watch from sunset to sunrise; they were to apprehend and examine all strangers that they met at night and, if they thought that they were suspicious, they could lock them up for the night or put them in the stocks.

Question 2(c) Target: Explanation of key events and issues (AO i).

Question: Explain the extension of police forces outside London in the nineteenth century. [6] LEVEL 1 Award 1 mark for vague generalisations. (1/3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. Eg: The Metropolitan Police were better than any previous methods of policing because they were more efficient and so it was decided to expand police forces to other cities and later to towns and counties.

LEVEL 2 Award 4 marks for answers that briefly explain and develop a distinct reason OR for a very good descriptive only answer. Award 5/6 marks for two clear reasons well explained.

Eg: In 1839, County Police forces were created, supplemented by the County and Borough Police Act of 1856, which established a series of effective police forces throughout England and Wales. Developments occurred because the police had proved their worth and had won the respect of the public. Further extension took place as more specialisation developed, including the CID in 1877.

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Question: How important were transport developments in helping police to combat rime in

the twentieth century? [8]


Eg: The police were able to use various types of transport to catch criminals. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3/5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to discuss the key issue. Award 5 marks for a very good descriptive account OR a reasonable attempt to discuss the key issue.

Eg: The police improved their ability to combat crime by making use of developments in transport. Horses were used by some police from 1758 and, from 1798, there was the River Police, who used rowing and sailing boats on the Thames. This was important because it showed that the police were willing to try alternative methods of catching criminals. Transport developments were adapted effectively in the C20th: bicycles in 1909; motorboats in 1910, covering 45 miles of the River Thames; cars in 1919; motorbikes in the 1930s; and helicopters in the 1970s. The adoption of these transport developments was important because they improved police speed and effectiveness in combating crime.


Award 6 marks for a good explanation of key issue OR one clear factor evaluated well; expect some imbalance of coverage or omissions. Award 7 marks for a reasoned and supported answer which analyses at least two factors and reaches a judgement with good balance. Award 8 marks for above with very good use of supporting evidence. Eg: From the 1970s, the use of the car had such an impact that the police changed their methods of working by replacing the ‘bobby on the beat’ with rapid response teams which could be quickly called to the scene of a crime. However, there has now been a reaction to the over-use by the police of transport developments: many police forces have re-introduced foot patrols as the public want the reassurance of seeing a police officer on the streets. Additionally, the car has led to a huge amount of crime for the police to contend with. Drink driving and traffic offences absorb a huge amount of police time: there are well over a million motor crimes each year. Transport developments are very important in helping police to combat crime but the traditional ‘British Bobby on the Beat’ has still a role to play.

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Question: How far have methods of policing the community and combating crime changed from Tudor times to the present day? In your answer you may wish to consider: Tudor JPs and constables, the

Metropolitan Police, police specialisation, the role of women or any other relevant factor. [10]

LEVEL 1 Brief, generalised, vague answers. (1/2)

Eg: In Tudor times, policing was done by volunteers; it was not very effective. The Metropolitan Police were created in the C19th and, since then, it has got better and better.


Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline. Eg: Tudor JPs and constables were not very effective as they were not paid for their work. The Bow Street Runners changed things and proved how successful they were in a small part of London; this led to the establishment of the Metropolitan Police Force. As the C19th developed, there was more police specialisation, which reached a high-point in the C20th, in the quest to make methods of combating crime successful and to adapt to change.


Award 6 marks for answers with more developed chronological grasp but with imbalanced coverage. Award 7 marks for sound chronological coverage of whole period; good supporting detail. Award 8 marks for a very good chronological coverage with accurate supporting detail OR a differentiation only account with less good coverage. Eg: Types of crime in Tudor times were relatively straightforward but the ineffectiveness of the hard-pressed magistrates and the constables at that time meant that methods of combating crime were not always successful and needed to change. Although the Bow Street Runners were successful, they covered only a small part of London. Even with the Metropolitan Police, success was slow in coming, as the public were against an organised form of policing. However, the Metropolitan Police proved themselves and, throughout the rest of the C19th and the C20th, they proved how successful methods of combating crime could generally be, by adapting continuously to change.


Must build on very good chronological coverage. Eg: Methods of combating crime have changed greatly through the ages. There was a great change in the C19th, with the industrialisation of Britain and the creation of great urban centres. There was an even greater change as the C20th progressed: women police officers were introduced from 1920 and the police used more specialisation – Scenes of Crime Officers, Anti-Terrorist Squad, Special Branch, Community Relations Branch – to ensure that methods of combating crime were successful and always adapted to changing needs.

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Question 3(a)


Question: What was flogging? [2]

LEVEL 1 A brief or generalised answer or a single related fact or reference. (1) Eg: This was punishing someone physically.

LEVEL 2 A more detailed and accurate answer with some development OR two weak but valid points. (2)

Eg: Flogging was an aspect of public punishment/humiliation where an offender was flogged/whipped to deter others.

Question 3(b)


Question: Describe the work of Elizabeth Fry in the early nineteenth century. [4]

LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2) Eg: She visited women in prisons.

LEVEL 2 More detailed and accurate answer; development of one point for 3 marks; two developed points for four marks. (3/4) Eg: Elizabeth Fry was a Quaker who felt it was her duty to visit Newgate Prison where women prisoners were held in appalling conditions. She formed the Association for the Improvement of Female Prisoners in Newgate Prison. She set up a Ladies Prison Committee to help her with her reforming work, which was based on moral and religious reform (examples of types of work may be given).

Question 3(c)

Target: Explanation of key events and issues (AO i).

Question: Explain why the separate and silent systems were introduced into nineteenth century prisons. [6]

LEVEL 1 Award 1 mark for vague generalisations. (1/3)

Award 2/3 marks for description of a single fact with brief or implied attempt to explain. Eg: The C19th prison system was ineffective. The separate and silent systems were new methods of punishment intended to improve the previous methods by separating prisoners and keeping them silent.

LEVEL 2 Award 4 marks for answers that briefly explain and develop a distinct reason OR for a very good descriptive only answer.

Award 5/6 marks for two clear reasons well explained. Eg: Prison reformers in the early C19th had come up with a number of new ideas. One of these ideas, suggested by Sir G.O.Paul, was the separation of prisoners, in order to try to reform them by separating them from bad influences. The 1839 Prisons Act decided to apply the Separate System. Prisoners were to be separated and isolated, throughout the whole of their sentence. Even when exercising, prisoners were kept apart, with hoods over their heads; at religious worship, they were separated in wooden cubicles. Pentonville was set up as a model prison, to apply this method. However, many prisoners became insane through the Separate System and reform failed so that a cheaper method was introduced – the Silent System – which had been tried at Auburn Prison in New York. The idea was to let prisoners work together, but in silence. A range of pointless tasks was done – shot drill, the treadwheel, the crank and oakum picking. Statistics gradually showed that the Silent System also failed to reform prisoners and there seemed to be no alternative but to deter people by harsh methods.

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Question: How important were changing attitudes towards criminal offenders in bringing

about prison reform in the twentieth century? [8]


Eg: Prison reform in the C20th has become more lenient and prisons are now much more comfortable because of changing attitudes.


Eg: C20th developments in prison reform have shown a different attitude to young offenders: they have been tried in separate juvenile courts and imprisoned in borstal or in a young offenders’ institution, so that they are kept separate from experienced adult offenders. Other developments have shown great concern with reform rather than just retribution, as in the past. To this end, developments like open prison, probation and parole, community service and the abolition of the death penalty, leading to life imprisonment instead, have been tried. These developments are important because they reflect changed attitudes to offenders.


Award 6 marks for a good explanation of key issue OR one clear factor evaluated well; expect some imbalance of coverage or omissions. Award 7 marks for a reasoned and supported answer which analyses at least two factors and reaches a judgement with good balance. Award 8 marks for above with very good use of supporting evidence. Eg: Changing attitudes towards criminal offenders have certainly been important in bringing about prison reforms in the C20th. However, not everyone would agree that these reforms have proved better, or more effective, than previous developments. Many people think that offenders are now treated too leniently, that prison is a ‘soft option’ and that the prison system is failing because it is now over-full. British prisons were built to house 50,000 offenders, but there are now 75,000 offenders in prison, suggesting that C20th developments in prison reform, although important and reflecting changed attitudes to offenders, have not addressed the issue of effective punishment for offenders.

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Question: How far have methods of punishing offenders changed from Tudor times to the present day? In your answer you may wish to consider: torture, transportation, public execution,

the abolition of the death penalty or any other relevant factor. [10] LEVEL 1 Brief, generalised, vague answers. (1/2)

Eg: In Tudor times, and for a long time afterwards, public punishments like flogging, stocks and pillory, and public executions were thought to be effective and acceptable to the public; this is no longer the case.


Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline. Eg: Public executions and even torture were thought to be valid methods of punishment from Tudor times because the public expected harsh and humiliating punishments. Views changed in later centuries and transportation was tried as a method of punishment. Then the public began to think in terms of reform, so that more use was made of imprisonment and the C19th saw various systems of punishment tried in prisons. The C20th increasingly focused on rehabilitation as a form of punishment and yet more methods were tried, including probation and community service, reflecting continuous change in a search for effective and acceptable forms of punishment.


Award 6 marks for answers with more developed chronological grasp but with imbalanced coverage. Award 7 marks for sound chronological coverage of whole period; good supporting detail. Award 8 marks for a very good chronological coverage with accurate supporting detail OR a differentiation only account with less good coverage. Eg: The various methods of punishment that were tried in prisons in the C19th were not successful. There was continuous change throughout the C20th as alternative methods were sought, in an attempt to provide a successful method of punishment: borstals and detention centres for young people; open prisons; and suspended sentences. The quest goes on; change is continuous.


Must build on very good chronological coverage. Eg: People will always break the law and will always have to be punished. In early modern times, the pace of change was much slower and the types of crime committed may not have changed all that quickly and neither did the methods of punishment. In more modern times, the pace of change is fast; types of crime change more quickly and it is much more difficult to keep changing the methods of punishment and to implement methods which are still a deterrent, without the threat of the death penalty.

GCSE MS - Paper 18 - Crime and Punishment (Summer 2007)/ED 04/09/2007

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WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU General Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd HISTORY 2007 STUDY IN DEVELOPMENT

PAPER 165/19 – HEALTH AND MEDICINE, c.1345 onwards

FINALISED MARKING SCHEME Question 1(a) Target: Recall and description of key events and issues (AO i).

Question: What was alchemy in the late middle ages? [2]

LEVEL 1 A brief or generalised answer or a single related fact or reference. (1)

Eg: It was an attempt to make medicines. LEVEL 2 A more detailed and accurate answer with some development OR two weak but valid points. (2)

Eg: Alchemy was an art/science by which an attempt was made to transform base materials into drugs and potions that would ease pain and cure diseases.


Question: Describe the work of Ambroise Paré in the sixteenth century. [4]

LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2)

Eg: He was a surgeon; he wrote a book on surgery. LEVEL 2 More detailed and accurate answer; development of one point for 3 marks;

two developed points for four marks. (3/4) Eg: Ambroise Paré was a French surgeon who served in the army for many years. He published The Collected Works of Surgery in 1575. It showed how wounds could be healed, how ligatures/silver thread could be used, and gave effective advice on amputations and the setting of fractures. The book was used by doctors/surgeons for many decades afterwards. Paré also made artificial limbs and new tools or instruments for surgeons to use.

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Question: Explain how the discovery of DNA and genetics has increased medical

knowledge in the twentieth century. [6] LEVEL 1 Award 1 mark for vague generalisations. (1/3) Award 2/3 marks for description of a single fact with brief or implied attempt to explain.

Eg: The discovery of DNA and genetics has helped doctors to cure more illnesses. The discovery of DNA led to genetic engineering.


Eg: The discovery of DNA (deoxyribonucleic acid) has been regarded as one of the ‘principal medical triumphs’ since the Second World War. In 1953, the structure of DNA – the material of which genes are composed/the building block of all living material – was discovered by Watson and Crick. This led to a new type of treatment – genetic engineering - and to a shift in medical research. It enabled scientists not only to determine the basis of what was wrong in many common diseases, but also to propose ways of putting this right. The new treatment allows genes to be manipulated in order to correct problems in a patient’s body. For example, DNA can be made to produce the important protein insulin, for people who suffer from diabetes. Genetic engineering can also artificially produce antibodies which seek out and destroy certain cells within the body.

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Question: How important was the work of Wilhelm Röntgen in developing medical

knowledge from the nineteenth century onwards? [8]


Eg: He discovered X-rays which allowed doctors to find out more about the human body.


Eg: Wilhelm Röntgen discovered X-rays when he was experimenting with cathode rays. He found that these rays passed through paper, wood, rubber and even human flesh, but not through bone or metal. He called these mysterious rays X-rays because he did not know what they were. However, he immediately appreciated the importance of these mysterious X-rays and he published his findings in 1895. Röntgen’s discovery caused great public excitement and it had an immediate impact on medicine.


Award 6 marks for a good explanation of key issue OR one clear factor evaluated well; expect some imbalance of coverage or omissions. Award 7 marks for a reasoned and supported answer which analyses at least two factors and reaches a judgement with good balance. Award 8 marks for above with very good use of supporting evidence. Eg: The work of Röntgen was so important that, within six months of publishing his finding, hospitals had installed X-ray machines. The First World War then confirmed the importance of the X-ray in surgery. Front-line hospitals were equipped with X-ray machines and they were invaluable in helping surgeons to remove deeply lodged bullets and shrapnel from wounded soldiers. Röntgen’s discovery has led to later scanning methods like ultrasound scanning and MRI (Magnetic Resonance Imaging).

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Question: Has the expansion of medical knowledge always been successful from the middle ages to the present day? In your answer you may wish to consider: the work of Vesalius, the circulation of the

blood, the germ theory, twentieth century developments or any other relevant factor. [10] LEVEL 1 Brief, generalised, vague answers. (1/2)

Eg: The expansion of medical knowledge has meant that more people live longer and healthier lives, so that the process has been successful.


Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline. Eg: Medical knowledge progressed from the rather primitive ideas of the later middle ages – zodiac charts and the theory of the humours, for example – to the more advanced ideas of the Renaissance period, including the work of Vesalius in anatomy and Paré in surgery. The work of William Harvey in the seventeenth century, in the circulation of the blood, successfully took medical knowledge a stage further.


Award 6 marks for answers with more developed chronological grasp but with imbalanced coverage. Award 7 marks for sound chronological coverage of whole period; good supporting detail. Award 8 marks for a very good chronological coverage with accurate supporting detail OR a differentiation only account with less good coverage. Eg: The ‘germ theory’ in the late C19th and the discovery of x-rays have been further factors in successfully improving medical knowledge. Twentieth century developments like scanning and other diagnostic methods, DNA and genetics have been successful in improving people’s health.


Must build on very good chronological coverage. Eg: The main factors in improving medical knowledge over time have continuously been successful. However, despite the successful advances in medical knowledge, new epidemics, like AIDS, have proved difficult to counteract and more than 5,000 hospital patients are dying each year of the hospital ‘Super Bug’ (MRSA), which is resistant to anti-biotic treatment, and ‘Hospital Acquired Infection’ (HAI). Basic health care, like washing hands, has been ignored in some instances and this has dented the success of the main factors governing the expansion of medical knowledge from the middle ages to the present day.

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Question: What is an anaesthetic? [2]

LEVEL 1 A brief or generalised answer or a single related fact or reference. (1)

Eg: It is used in hospitals to make patients unconscious for operations. LEVEL 2 A more detailed and accurate answer with some development OR two weak but valid points. (2)

Eg: An anaesthetic makes patients insensitive to pain when they undergo an operation. When a patient is operated on, they are first injected with barbiturates to put them to sleep and, during the operation, they are given an anaesthetic, which is breathed in through a mask, to relax the muscles and keep them asleep. Ether and chloroform are anaesthetics.


Question: Describe the work of Edward Jenner at the end of the eighteenth century. [4]

LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2)

Eg: He inoculated people against smallpox; he called this vaccination. LEVEL 2 More detailed and accurate answer; development of one point for 3 marks;

two developed points for four marks. (3/4) Eg: Edward Jenner was a doctor in Gloucestershire who realised that people who had had cowpox seemed immune from smallpox. He inoculated people with cowpox and recorded his findings. He concluded that cowpox did protect people from infection by smallpox. He submitted his ideas to the Royal Society in 1798, but there was much opposition to his ideas, so he published his ideas himself. His book was widely read and Parliament was impressed by his idea, which he called vaccination. He was given a grant of £50,000 to open a vaccination clinic in London. His ideas were adopted in America and in France and, in 1852, the British government made vaccination compulsory.

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Question: Explain how the work of Joseph Lister in the second half of the nineteenth

century improved methods of surgery. [6] LEVEL 1 Award 1 mark for vague generalisations. (1/3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. Eg: He discovered antiseptics and used his methods to limit the spread of infection during surgery.


Eg: Joseph Lister was one of the outstanding surgeons of the C19th. He had researched gangrene and infection and was keen on applying science to medicine. He had read the work of Pasteur (1831) on germ theory, which led him to discover that a thin mist of carbolic acid sprayed over the wound during surgery limited infection. By following this with careful bandaging, the wound would heal and not develop gangrene. There was opposition to Lister’s new techniques but, despite this, his methods marked a turning point in surgery. In 1877 he moved from Glasgow to London to train young surgeons under his supervision. When Koch discovered, in 1878, the bacterium which caused septicaemia, this gave a great boost to Lister’s ideas. By the late 1890s his antiseptic methods (which killed germs on the wound) became aseptic surgery, which meant removing all possible germs from the operating theatre.

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Question: How important was the contribution of Sir Alexander Fleming in the twentieth

century to the treatment of illness and disease? [8]


Eg: He discovered penicillin which helped to cure illnesses. LEVEL 2 Mostly descriptive answers will appear here. Apply the following framework: (3/5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to discuss the key issue. Award 5 marks for a very good descriptive account OR a reasonable attempt to discuss the key issue.

Eg: Sir Alexander Fleming was a bacteriologist and surgeon. As a researcher he became the first to use anti-typhoid vaccines on human beings, and he pioneered the use of salvarsan against syphilis. He was a medical officer in France during World War One and discovered the antiseptic powers of lysozyme, present in tears and mucus. His experience in the war had shown him how soldiers had died of infection. In 1928 he rediscovered the properties of penicillin. The rediscovery was almost accidental, a result of a mould which formed on a culture that he was growing. He grew some of this mould and found that it killed many different bacteria. The mould was called penicillium notatum. Fleming’s discovery was to prove tremendously important, but he did not have the facilities or the support to develop and test his idea that penicillin could fight infection.


Award 6 marks for a good explanation of key issue OR one clear factor evaluated well; expect some imbalance of coverage or omissions. Award 7 marks for a reasoned and supported answer which analyses at least two factors and reaches a judgement with good balance. Award 8 marks for above with very good use of supporting evidence. Eg: It was the Second World War which finally brought about the successful development of penicillin. In the 1930s, two Oxford scientists, Howard Florey and Ernest Chain, became interested in Fleming’s 1929 paper about penicillin. In 1939, they put together a research team and asked the government to fund research into penicillin. By 1942, penicillin was being mass produced and proved invaluable in treating infection caused by wounds received by soldiers in battle. Sir Alexander Fleming’s rediscovery of penicillin has proved tremendously important ever since.

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Question: Have methods used to prevent and treat disease always been successful from the middle ages to the present day? In your answer you may wish to consider: traditional treatments and remedies,

developments in science and technology, the work of Simpson and of Lister, modern surgery, or any other relevant factor. [10]


Eg: No – methods used to prevent and treat disease have not always been successful – many people have died of diseases and operations since the middle ages.


Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline. Eg: Traditional treatments and remedies in the middle ages – herbal medicines, barber surgeons, purging and the use of leeches – were not always successful. When Jenner discovered vaccination (1798), there was a lot of opposition to his methods. As science and technology developed in later centuries, there was continued opposition: although penicillin had been discovered in the late C19th, it took a very long time for Fleming to prove its worth (1928) and then to make it commercially viable, through mass production (1942).


Award 6 marks for answers with more developed chronological grasp but with imbalanced coverage. Award 7 marks for sound chronological coverage of whole period; good supporting detail. Award 8 marks for a very good chronological coverage with accurate supporting detail OR a differentiation only account with less good coverage. Eg: When Simpson experimented with the use of chloroform as an anaesthetic from 1847, he had his setbacks. Surgeons opposed it because it was a new and untested gas. What were the side effects? What doses should be given? When the first death from the use of chloroform occurred (1848) surgeons became too afraid to use it and the death gave opponents of anaesthetics powerful evidence of their danger. There were moral and religious arguments against the use of anaesthetics, too. Similarly, Lister’s work with antiseptics also met with initial opposition. Carbolic spray cracked the surgeon’s skin and made everything smell; it was expensive; and it slowed down the operations. For many centuries surgeons had lived with the belief that a lot of their patients would die anyway: they refused to believe Lister’s results.


Must build on very good chronological coverage. Eg: Many methods of preventing and treating disease have evolved since 1345; each of them has benefited from earlier discoveries; there have been successes and failures. By the C20th, there has evolved a general acceptance that these methods can succeed; they have proved themselves, so that modern techniques like transplant surgery and hip replacements, for example, now have a huge chance of success.

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Question 3(a) Target: Recall and description of key events and issues (AO i). Question: What was slum clearance? [2] LEVEL 1 A brief or generalised answer or a single related fact or reference. (1)

Eg: It was clearance of bad housing. LEVEL 2 A more detailed and accurate answer with some development OR two weak but valid points. (2)

Eg: Slum clearance was the demolition of out-dated, unhealthy housing and its replacement by more modern housing which was healthier for the public.

Question 3(b) Target: Recall and description of key events and issues (AO i). Question: Describe the Black Death in the middle ages. [4] LEVEL 1 Generalised response with a simple single fact or two weak references. (1/2)

Eg: People had the plague and millions died. LEVEL 2 More detailed and accurate answer; development of one point for 3 marks;

two developed points for four marks. (3/4) Eg: People suffered from two kinds of plague – bubonic, which caused purple swellings on a person; and pneumonic, which affected a person’s lungs. In either case, the effect was masses of deaths – 40% in England. People resorted to all kinds of methods to purge themselves of the Black Death (examples may be given).

Question 3(c) Target: Explanation of key events and issues (AO i). Question: Explain how the growth of industrial towns led to public health problems in the

first half of the nineteenth century. [6] LEVEL 1 Award 1 mark for vague generalisations. (1/3) Award 2/3 marks for description of a single fact with brief or implied

attempt to explain. Eg: Industrial towns were unhealthy and overcrowded because they had grown so quickly as a result of the Industrial Revolution. Diseases spread quickly in such crowded conditions.


Eg: Industrial towns like Merthyr Tydfil grew up very quickly, with no planning. The houses were built as cheaply as possible, with very little ventilation, no running water and no sanitation. When more houses were required for the industrial workers, they were often built in the ‘courts’ behind the already existing houses. Sometimes the houses were built back-to-back, which was unhealthy as there was a lack of ventilation. These dwellings often housed more than one family. To make matters worse, water was obtained from street pumps and, due to a lack of toilet facilities, human waste littered the ground. Cholera spread in such conditions, so that the growth of industrial towns led to many public health problems in the early C19th.

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Question: How important was the work of Edwin Chadwick in improving public health in

the mid-nineteenth century? [8]

LEVEL 1 Generalised and simplistic response; basic description only. (1/2) Eg: He wrote a report showing how bad the conditions of public health were in the towns.

LEVEL 2 Most;y descriptive answers will appear here. Apply the following framework: (3/5) Award 3 marks for a descriptive response with some support. Award 4 marks for a good descriptive account OR a limited attempt to discuss the key issue. Award 5 marks for a very good descriptive account OR a reasonable attempt to discuss the key issue.

Eg: Edwin Chadwick was appointed Poor Law commissioner in the 1830s and was put in charge of the workhouses. People were becoming alarmed at the cholera epidemics that were happening in Britain and the only place where poor people could receive medical attention when there was an epidemic was in the workhouse. He wanted to find out why so many people suffered and he was asked to report on the living conditions and the health of the poor in both town and country. Chadwick’s ‘Report on the sanitary conditions of the labouring population’ (1842) drew a link between ill health and the poor conditions in the industrial towns. He believed that sewers and drains would solve all public health problems. His work was important because it led to the Public Health Act 1848 and the creation of Boards of Health.


Award 6 marks for a good explanation of key issue OR one clear factor evaluated well; expect some imbalance of coverage or omissions. Award 7 marks for a reasoned and supported answer which analyses at least two factors and reaches a judgement with good balance. Award 8 marks for above with very good use of supporting evidence. Eg: Chadwick’s work was very important because it had highlighted the need for improved public health. However, the measures incorporated into the Public Health Act 1848 were not compulsory; there was a lot of opposition to the setting up of Public Health Boards; and in 1854, Chadwick’s Public Health Board was closed down. Even so, Chadwick had convinced many MPs that his ideas were right and John Simon continued his work, leading to a changed government attitude and the 1875 Public Health Act.

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Question 3(e) Target: Explanation, analysis and evaluation of key events and issues (AO i). Question: Have standards in public health always improved from the middle ages to the

present day? In your answer you may wish to consider: the attitudes of authorities and individuals,

methods of combating the plague, Victorian health legislation, the changing attitude of government in the twentieth century, or any other relevant factor. [10]


Eg: Yes/no – standards of public health were poor in the middle ages but got better. LEVEL 2 Apply the following framework: Award 3 marks for a couple of related facts; superficial coverage.

Award 4/5 marks for development of scaffold only; partial coverage; concentration on one group or period; a patchy overall outline. Eg: Public health means action taken by governments to improve the health of their people. Until modern times, governments did not consider that they could or should be involved with public health. It was expensive and should be the concern of private individuals or local communities. Standards of public health were therefore variable. The Black Death in the C14th had shown up the lack of public health awareness; the Church and the medieval hospitals did what they could to help the public. Nothing was done to improve public health provision until the impact of industrialisation was felt after about 1800. Edwin Chadwick was instrumental in getting the Public Health Act 1848 passed, due to recurring cholera epidemics. A Public Health Board was set up, but it was abolished in 1854.


Award 6 marks for answers with more developed chronological grasp but with imbalanced coverage. Award 7 marks for sound chronological coverage of whole period; good supporting detail. Award 8 marks for a very good chronological coverage with accurate supporting detail OR a differentiation only account with less good coverage. Eg: There had been a lot of opposition to Chadwick’s public health reforms but a breakthrough came in 1875 when the Public Health Act of that year finally forced local authorities to provide clean water, proper drainage and sewers, and to appoint Medical Officers of Health. In 1876, laws were passed against the pollution of rivers; in 1909, overcrowded back-to-back housing was banned; in 1919, local authorities were required to build new houses for the working classes; and, in 1930, a five-year slum clearance programme was begun. Public health improvements were now going on apace.


Must build on very good chronological coverage. Eg: Standards in public health took a long time to improve; there was much opposition to its provision until the later C19th. Since then, standards have always improved. We have now come to accept that government should be in charge of public health provision. The post-Second World War governments highlighted ‘squalor’ in their programme of social reform. Today, we accept without question high standards of public health.

GCSE MS - Paper 19 - Health and Medicine (Summer 2007)/ED 04/09/2007

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GCSE MS - Paper 01 - The Elizabethan Age Summer 2007 · The marking schemes which follow were those used by the WJEC for the Summer 2007 ... but her navy did defeat the Spanish Armada