GCSE HISTORY B 90454 International Relations: Conflict and Peace in the 20th Century Mark scheme 9045 June 2014 Version/Stage: v1.0 Final
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students reactions to a particular paper. Assumptions about future mark schemes on the basis of one year s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk Copyright 2014 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.
GENERAL CERTIFICATE OF SECONDARY EDUCATION HISTORY SPECIFICATION B A Introduction Consistency of Marking Consistency of marking is of the essence in all public examinations. This factor is particularly important in a subject like History which offers a choice of specifications and a choice of options within them. It is therefore of vital importance that assistant examiners apply this marking scheme as directed by the Principal Examiner in order to facilitate comparability with the marking of all the other History specifications and options offered by the AQA. Subject Content The revised specification addresses subject content through the identification of key questions which focus on important historical issues. These key questions give emphasis to the view that History is concerned with the analysis of historical problems and issues, the study of which encourages all candidates, but particularly the more able, to make judgements grounded in evidence and information. The Assessment Objectives (AOs) AO1 AO2 AO3 Assessment Objectives Recall, select and communicate their knowledge and understanding of history Demonstrate their understanding of the past through explanation and analysis of: key concepts: causation, consequence, continuity, change and significance within an historical context key features and characteristics of the periods studied and the relationship between them Understand, analyse and evaluate: a range of source material as part of an historical enquiry how aspects of the past have been interpreted and represented in different ways as part of an historical enquiry % weighting 32 32 36 Levels of Response Marking Schemes The mark scheme which follows is of the levels of response type showing that candidates are expected to demonstrate their mastery of historical skills in the context of their knowledge and understanding of History. All candidates take a common examination paper there is no tiering. Consequently, it is reasonable to expect to encounter the full range of attainment and this marking scheme has been designed to differentiate candidates attainment by outcome and to reward positively what the candidates know, understand and can do. Before scrutinising and applying the detail of the specific mark scheme which follows, assistant examiners are required to familiarise themselves with the instructions and guidance on the general principles to apply in determining into which level of response an answer should fall and in deciding on a mark within that particular level. Good examining is, ultimately, about the consistent application of judgement. This mark scheme provides the necessary framework for exercising that judgement but it cannot cover all eventualities. This is especially so in a subject like History, which in part relies upon different interpretations and 3 of 30
different emphases given to the same content. B Question targets and Levels of response Question targets The mark scheme for each question is prefaced by an assessment objective target. This is an indication of the skill which it is expected candidates will use in answering the question and is directly based on the relevant assessment objectives. However, it does not mean that other answers which have merit will not be rewarded. Identification of Levels of response There are several ways in which any question can be answered in a simple way by less able candidates and in more sophisticated ways by candidates of greater ability. In the marking scheme different types of answers will be identified and will be arranged in a series of levels of response. Levels of response have been identified on the basis that the full range of candidates entered for the GCSE examination will be able to respond positively. Each level therefore represents a stage in the development of the candidate s quality of thinking, and, as such, recognition by the assistant examiner of the relative differences between each level descriptor is of paramount importance. Placing an answer within a Level When marking each part of each question, examiners must first place the answer in a particular level and then, and only then, decide on the actual mark within the level, which should be recorded in the margin. The level of response attained should also be indicated at the end of each answer. In most cases, it will be helpful to annotate the answer by noting in the margin where a particular level has been reached, eg Level 1 may have been reached on line 1, L3 on line 5 and L1 again on line 7. When the whole answer has been read and annotated in this way, the highest of the Levels clearly attained and sustained should be awarded. Remember that it is often possible to reach the highest level without going through the lower levels. Marks are not cumulative for any question. There should be no totting up of points made which are then converted into marks. Examiners should feel free to comment on part of any answer if it explains why a particular level has been awarded rather than one lower or higher. Such comments can be of assistance when the script is looked at later in the awarding process. If an answer seems to fit into two or more levels, award the higher or highest level. What is a sustained response? By a sustained response, we mean that the candidate has applied the appropriate level of thought to the particular issues in the sub-question. A response does not necessarily have to be sustained throughout the whole answer, but an answer in which merely a few words seem to show a fleeting recognition of historical complexity is not sufficient to attain a higher level. In some cases, as you read an answer to a sub-question, it will be clear that particular levels have been reached at certain points in the answer. If so, remember to identify them in the margin as you proceed. At the end of the sub-question, award the highest level that has been sustained. In other cases you may reach the end of the sub-question without having been able to pinpoint a level. In such cases, simply record the level awarded at the end of the sub-question. C Deciding on marks within a level A particular level of response may cover a range of marks. Therefore, in making a decision about a specific mark to award, it is vitally important to think first of the lower/lowest mark within the level. 4 of 30
In giving more credit with the level, examiners should ask themselves several questions relating to candidate attainment. The more positive the answers, the higher should be the mark awarded. We want to avoid bunching of marks. Levels mark schemes can produce regression to the mean, which should be avoided. At all times, therefore, examiners should be prepared to use the full range of marks available for a particular level and for a particular question. Remember mark positively at all times. Consider whether the answer is: precise in its use of supporting factual information appropriately detailed factually accurate appropriately balanced, or markedly better in some areas than in others set in the historical context as appropriate to the question displaying appropriate quality of written communication skills Note about indicative content The mark scheme provides examples of historical content (indicative content) which candidates may deploy in support of an answer within a particular level. Do bear in mind that these are only examples; exhaustive lists of content are not provided so examiners might expect some candidates to deploy alternative information to support their answers. This indicative content must not however determine the level into which an answer is placed; the candidate s level of critical thinking determines this. Remember that the number of points made by a candidate may be taken into account only after a decision has been taken about the quality (level) of the response. Some things to remember Mark positively at all times. Do not be afraid to award maximum marks within a level where it is possible to do so. Do not fail to give a maximum mark to an appropriate answer because you can think of something (or the marking scheme indicates something) that might be included but which is missing from the particular response. Do not think in terms of a model answer to the question. Every question should be marked on its merits. As a general rule, give credit for what is accurate, correct or valid. Obviously, errors can be given no credit but, at the same time, the existence of an error should not prejudice you against the rest of what could be a perfectly valid answer. It is important, therefore, to use the full range of marks where appropriate. Do not use half marks. D Some practical points Answers in note form Answers in note form to any question should be credited in so far as the candidate s meaning is communicated. You must not try to read things into what has been written. Diagrams, etc Credit should be given for information provided by the candidates in diagrams, tables, maps etc, provided that it has not already been credited in another form. 5 of 30
Answers which run on to another sub-section If a candidate starts to answer the next sub-section in an earlier one, by simply running the answer on, give credit for that material in the appropriate sub-section. Answers which do not fit the marking scheme Inevitably, some answers will not fit the marking scheme but may legitimately be seen as worthy of credit. Assess such answers in terms of the difficulty/sophistication of the thought involved. If it is believed that the thought level equates with one of the levels in the marking scheme, award it a corresponding mark. Make sure you identify such cases with an A (for alternative) in your sub-total, eg as B2A/3. Also write a brief comment to explain why this alternative has been awarded. If in doubt, always telephone your Team Leader for advice. E Assessment of Spelling, Punctuation and Grammar Spelling, punctuation and grammar will be assessed via questions 03, 06, 09, 11, 13, 15 and 18. Three marks will be allocated for Spelling, Punctuation and Grammar in these questions. The performance descriptions are provided below. High performance 3 marks Candidates spell, punctuate and use the rules of grammar with consistent accuracy and effective control of meaning in the context of the demands of the question. Where required, they use a wide range of specialist terms adeptly and with precision. Intermediate performance 2 marks Candidates spell, punctuate and use the rules of grammar with considerable accuracy and general control of meaning in the context of the demands of the question. Where required, they use a good range of specialist terms with facility. Threshold performance 1 mark Candidates spell, punctuate and use the rules of grammar with reasonable accuracy in the context of the demands of the question. Any errors do not hinder meaning in the response. Where required, they use a limited range of specialist terms appropriately. The marks allocated for Spelling, Punctuation and Grammar will achieve a total weighting of 5% of the total marks for the qualification. 6 of 30
0 1 In August 1914 Germany declared war on Russia. Describe the Schlieffen Plan which Germany used at the start of the First World War. [4 marks] Target: Description of key features and characteristics Basic description Any general relevant comment Eg it was a German war plan; made by Von Schlieffen Either detailed description of limited aspects Eg develops one of the following: Made to avoid a war on two fronts; it was to attack the French first; defeat the French in six weeks; France would not expect an attack from the North; Russia would take a long time to mobilise; defeat the French quickly and then go East to defeat Russia; attack through Belgium; Belgium was neutral; brought GB into war; plan changed by Moltke.. One accurate idea which goes beyond simple/general (2 marks), two for 3 marks. Or Limited description of a wider range of aspects Eg outline description of the Schlieffen Plan. Detailed description of several aspects Eg at least two of the points mentioned in the first part of level 2. Or could give 3 accurate ideas on any relevant point(s). 1 2-3 4 7 of 30
0 2 Before 1904 Britain s foreign policy was described as Splendid Isolation. Explain why Britain and France signed the Entente Cordiale in 1904. Target: Explanation of key features and characteristics (AO1/AO2) [6 marks] Simple/basic description/explanation Eg GB wanted an alliance; they felt threatened; they were friendly towards France; directed against Germany etc. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. EITHER Developed explanation of limited aspects Eg explains one of the following: The policy of Germany and the concern it caused in GB with examples such as the navy, the Boer war etc. The wish to settle colonial disputes such as over Egypt and Morocco etc. France wanting another ally against Germany with explanation of relations with Germany since 1870 or the nature of the Franco Russian Alliance of1894. OR Limited explanation of wider aspects Eg some explanation of two of the above. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Developed explanation of several aspects Eg developed explanation of at least two of the points given above. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. 1-2 3-4 5-6 8 of 30
0 3 Which of the following reasons was more responsible for the outbreak of the First World War in 1914: Kaiser Wilhelm s foreign policy the assassination of Franz Ferdinand You must refer to both reasons when explaining your answer. [10 marks] [SPaG 3 marks] Target: Analysis and explanation of events leading to causation (AO1/AO2) Simple descriptive comment and/or gives one reason Eg Kaiser Wilhelm wanted to increase Germany s land/empire etc. Assassination led to A/H blaming Serbia; was done by the Black Hand etc. Must cover both bullet points for top of level. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Either Develops one cause This starts with description at the bottom of the level, then explanation and assessment which focuses on the question Eg describes KW s foreign policy his wish to make Germany the greatest nation in the world Weltpolitik. Explanations could cover how KW was jealous of the British Empire wanting a place in the sun with development etc. Assesses the effect of this policy by showing understanding and using this to comment on its contribution to WW1 supporting the build-up of the German army/naval race, trying to test the Entente by challenging France in Morocco and the consequences of this effect of this on GB and France and their alliance plus effect on Kaiser was it the main reason for war, or less important because the Naval Race had subsided etc? Describes the assassination; Explanations could cover motives of Black Hand; why A/H reacted with the ultimatum; Serbia s response to the ultimatum and its consequences; etc Assesses how it led to the outbreak of war: was it a cause or just the excuse A/H wanted to weaken Serbia? Serbia supported by Russia; Germany supported A/H therefore war broke out in the East etc. identification that the Alliance System came into play if linked to assassination e.g. by ultimatum. Or Or Covers both with some development or explanation This will involve description or explanation of both with no 1-2 3-6 9 of 30
analysis or assessment and little focus on the question One good explanation or two explanations of the same bullet point plus explanation of the other bullet point for top of level. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Level 4: A selective and structured account covering both bullet points, though one may be in greater depth, focused on the question or establishing some argument Eg an answer which explains both and supports the explanations with good depth and command of knowledge can be placed at the bottom of level 3. Assesses the part played by the assassination in the outbreak of war and explains KW foreign policy 8 marks. Assesses both by relating them to the outbreak of war 9. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Balanced, well argued answer linking both parts, focused on the question Eg reaches a reasoned conclusion based on Level 3 assessments. The answer demonstrates highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured with an appropriate form and style of writing. Specialist vocabulary is used effectively. 7-9 10 10 of 30
0 4 Clemenceau represented France at the Paris Peace Conference which led to the Treaty of Versailles. Describe his main aims at this conference. Target: Description of key features and characteristics [4 marks] Basic description Any general relevant comment. Eg he wanted to punish Germany, wanted revenge, to make Germany pay etc. Either Detailed description of limited aspects Eg develops one of the following: main aim to preserve the security of France; to get revenge for Alsace/Lorraine; to gain territory and resources to boost the French economy; to make Germany pay for the damage etc., war guilt etc. One accurate idea which goes beyond simple/general (2 marks), two for 3 marks. Or Limited description of a wider range of aspects Eg outline description of Clemenceau s aims. Detailed description of several aspects Eg at least two of the points mentioned in the first part of level 2. Or could give 3 accurate ideas on any relevant point(s). 1 2-3 4 11 of 30
0 5 Lloyd George was Britain s representative at the Paris Peace Conference in 1919. Explain what Britain hope to get from the Paris Peace Conference and the Treaty of Versailles. [6 marks] Target: Explanation of key features and characteristics (AO1/AO2) Simple/basic description/explanation Eg GB wanted peace; wanted to make Germany pay; wanted to hang the Kaiser etc. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. EITHER Developed explanation of limited aspects Eg explains one of the following: hopes of the people of GB suffering of war loss of life loss of money wanted some recompense; public aims of Lloyd George reflected this explanation of why; Lloyd George s aims at the Conference restore trade protect GB s naval supremacy satisfy people avoid another war wanted to prevent Germany from turning communist. OR Limited explanation of wider aspects Eg some explanation of two of the above. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Developed explanation of several aspects Eg developed explanation of at least two of the points given above. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. 1-2 3-4 5-6 12 of 30
0 6 Which of the following reasons was more responsible for the failure of the League of Nations: the organisation of the League the League s response to the Manchurian Crisis? You must refer to both reasons when explaining your answer. [10 marks] [SPaG 3 marks] Target: Analysis and explanation of events leading to causation (AO1/AO2) Simple descriptive comment and/or gives one reason The League didn t meet very often. Great Britain and France did not support the League in the crisis. Must cover both bullet points for top of the level. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Either Develops one cause This starts with description at the bottom of the level, then explanation and obtains top of level for assessment and focus on the question Eg describes the Assembly, Council and how they operated etc; explanations could cover effect of all decisions having to be unanimous, members had the power of veto, weakness of sanctions. Effect of absence of USA, Russia and Germany GB and France had to lead, any explanation of effect of membership etc. Assesses the effect of poor peace keeping powers/organisation on the failure of the League lack of effective sanctions in Manchuria no military force to use needs to link weakness in organisation directly to a crisis and explain how it led to failure of League etc. Describes the Manchurian Crisis; Explanations could cover why Great Britain was not prepared to risk its fleet, France not sending troops, both countries suffering the effects of the depression; Lytton Commission and its effects; etc. Assesses how this failure to act effectively discredited the League and led to its failure Italy and Germany noted and later challenged the League etc. Or Covers both with some development or explanation This will involve description or explanation of both with no analysis or assessment and little focus on the question One good explanation or two explanations of the same bullet point plus explanation of the other bullet point for top of level. 1-2 3-6 13 of 30
spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Level 4: A selective and structured account covering both bullet points, though one may be in greater depth, focused on the question or establishing some argument Eg an answer which explains both and supports the explanations with good depth and command of knowledge can be placed at the bottom of level 3. Assesses the part played by the organisation in the failure of the League and explains its failure over Manchuria 8 marks. Assesses both and relates them to the failure of the League 9 spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Balanced, well argued answer linking both parts, focused on the question. Eg reaches a reasoned conclusion based on Level 3 assessments. The answer demonstrates highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured, with an appropriate form and style of writing. Specialist vocabulary is used effectively. 7-9 10 14 of 30
0 7 Hitler became Chancellor of Germany in 1933. Describe what Hitler did in his foreign policy before Germany remilitarised the Rhineland in 1936. [4 marks] Target: Description of key features and characteristics Basic description Any general relevant comment eg no-one opposed him, he kept friendly with them; describes Hitler s aims not policy. Either detailed description of limited aspects Eg develops one of the following: Withdrawal from the disarmament conference; withdrew from League; supported failed Anschluss in 1934; Pact with Poland 1934; Anglo-German Naval Treaty 1935; Occupation of the Saar 1935 and its effect; re-armament; conscription etc. One accurate idea which goes beyond simple/general (2 marks), two for 3 marks. Or Limited description of a wider range of aspects Eg outline description of Hitler s policies. Detailed description of several aspects Eg at least two of the points mentioned in the first part of level 2. Or could give 3 accurate ideas on any relevant point(s). 1 2-3 4 15 of 30
0 8 In March 1938 Hitler entered Vienna, the capital of Austria, in triumph. Explain why Hitler was successful in achieving the Anschluss of 1938. Target: Explanation of key features and characteristics (AO1/AO2) [6 marks] Simple/basic description/explanation eg Austrians welcomed him; wanted him as leader; he was born in Austria; he used force, they were German speaking, he was not opposed etc. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. EITHER Developed explanation of limited aspects eg explains one of the following: how he prevented the opposition of Mussolini after 1934 Axis Spanish Civil War etc. Influence of the Nazi party in Austria in 1938 demonstrations, riots Seyss Inquart etc. Part played by Schuschnigg appeal plebiscite etc. Reasons why not opposed by League, GB and France selfdetermination; bulwark against communism; appeasement etc. OR Limited explanation of wider aspects eg some explanation of two of the above. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Developed explanation of several aspects eg developed explanation of at least two of the points given above. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. 1-2 3-4 5-6 16 of 30
0 9 Which of the following was more important as a reason for the Second World War: Appeasement Hitler s occupation of Czechoslovakia, March 1939? You must refer to both reasons when explaining your answer. Target: Analysis and explanation of events leading to causation (AO1/AO2) [10 marks] [SPaG 3 marks] Simple descriptive comment and/or gives one reason Eg the Munich Agreement avoided war. The collapse of Czechoslovakia meant that war would soon happen. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Either Develops one cause This starts with description at the bottom of the level, then explanation and obtains top of level for assessment and focus on the question Eg describes policy of appeasement; explanations could cover why Britain used appeasement what were the aims?, How Hitler gained the Sudetenland without fighting, Czechoslovakia betrayed. Assesses how appeasement led directly to war could refer to Munich and the effect it had on Hitler who was now convinced that GB and France would not oppose him how it led to the takeover of Czechoslovakia and attack on Poland; the impression it gave the USSR about GB and France which led to Nazi-Soviet Pact and WW2. Describes the occupation of Czechoslovakia in March 1939; Explanations could cover the effect of this on Chamberlain and appeasement; why it was different from the Sudetenland, Anschluss etc. Assesses how this led to the outbreak of war change of attitude in both Chamberlain and Hitler: guarantees made by Chamberlain to Poland; effect on Hitler s morale/policy - signed the Pact of Steel with Mussolini Hitler withdrew German non-aggression pact of 1934 with Poland/Naval agreement of 1935.etc. Or Covers both with some development or explanation This will involve description or explanation of both with no analysis or assessment and little focus on the question One good explanation or two explanations of the same bullet point plus explanation of the other bullet point for top of level. 1-2 3-6 17 of 30
spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Level 4: A selective and structured account covering both bullet points, though one may be in greater depth, focused on the question or establishing some argument Eg an answer which explains both and supports the explanations with good depth and command of knowledge can be placed at the bottom of level 3. Assesses the part played by appeasement in the outbreak of war and explains the occupation of Czechoslovakia 8 marks. Assesses both and relates them to the outbreak of war - 9 spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Balanced, well argued answer linking both parts, focused on the question Eg reaches a reasoned conclusion based on Level 3 assessments. The answer demonstrates highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured, with an appropriate form and style of writing. Specialist vocabulary is used effectively. 7-9 10 18 of 30
1 0 In 1945 the USA dropped the first atom bomb on Hiroshima in Japan. Describe the effects of the dropping of this bomb. Target: Description of key features and characteristics [4 marks] Basic description Any general relevant comment. Eg it caused a lot of damage. Either Detailed description of limited aspects Eg develops one of the following: Details of type of destruction; second bomb on Nagasaki; surrender of Japan; effect on USSR; nuclear arms race; long term effects on people, radiation sickness etc. Reward both short and long term effects. One accurate idea which goes beyond simple/general (2 marks), two for 3 marks. Or Limited description of a wider range of aspects Eg outline description of the effects. Detailed description of several aspects Eg at least two of the points mentioned in the first part of level 2. Or could give 3 accurate ideas on any relevant point(s). 1 2-3 4 19 of 30
1 1 In 1946 Winston Churchill claimed that an Iron Curtain was being set up in Europe. Explain why this worried Churchill. [6 marks] Target: Explanation of key features and characteristics (AO1/AO2) Simple/basic description/explanation eg he did not like communists; he thought the USSR was trying to conquer the whole of Europe as they had turned some E European countries communist etc. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. EITHER Developed explanation of limited aspects eg explains one of the following: Progress of Soviet expansion since WW2 details of countries in E Europe that USSR conquered recognised a definite division in Europe - Churchill feared it would go further at the expense of democracy domino effect etc. Stalin breaking the promises of Yalta over elections in former Nazi countries how they had been turned to communism etc. Churchill wanted to influence the USA (speech made in USA) as he was afraid that Truman would turn his back on Europe and go into isolation as in 1919 etc. OR Limited explanation of wider aspects eg some explanation of two of the above. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Developed explanation of several aspects eg developed explanation of at least two of the points given above. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. 1-2 3-4 5-6 20 of 30
1 2 Which was the more important cause of the development of the Cold War after 1945: the Berlin Blockade and Airlift, 1948-1949 the formation of NATO (1949) and the Warsaw Pact (1955)? You must refer to both causes when explaining your answer. [10 marks] [SPaG 3 marks] Target: Analysis and explanation of events leading to causation (AO1/AO2) Simple descriptive comment and/or gives one reason Eg West Berlin was cut off/the Western Allies helped West Berlin. NATO was the North Atlantic Treaty Organisation/Warsaw Pact was the Soviet reply to NATO. Must cover both bullet points for top of level. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Either develops one cause This starts with description at the bottom of the level, then explanation and obtains top of level for assessment and focus on the question Eg describes the Blockade/Airlift; explanations could cover why Stalin enforced the Blockade or why the West reacted with the airlift; Assesses the effect of the Blockade and the Airlift on the development of the Cold War the formal division of Germany; the arms race; the likelihood of open war; the formation of NATO linked to the development of the Cold War etc. Describes the composition of NATO/Warsaw Pact; Explanation could cover the need for the alliances mutual suspicion; mounting fears, Soviet atomic bomb and US hydrogen bomb; division of Europe, challenges to Soviet control in Eastern Europe; West Germany and NATO 1955 Soviet fear of a stronger Germany, etc. Assesses the threat to peace/their role in the development of the Cold War NATO partially surrounding the Warsaw Pact; Warsaw Pact was seen as instrument of Soviet control; Europe divided into two armed camps so any war would become large scale; importance of the nuclear arms race; Red phobia in America, etc. Assessment of NATO can also be seen as A of Blockade if it is explained as a consequence of Blockade. 1-2 3-6 Or covers both with some development or explanation This will involve description or explanation of both with no 21 of 30
analysis or assessment and little focus on the question One good explanation or two explanations of the same bullet point plus explanation of the other bullet point for top of level. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. A selective and structured account covering both bullet points, though one may be in greater depth, focused on the question or establishing some argument Eg An answer which explains both and supports the explanations with good depth and command of knowledge can be placed at the bottom of level 3. Assesses the part played by the Berlin Crisis in the development of the Cold War and explains the formation of NATO and the Warsaw Pact - 8 marks. Assesses both and relates them to the development of the Cold War 9. 7-9 spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Level 4: Balanced, well argued answer linking both parts, focused on the question Eg reaches a reasoned conclusion based on Level 3 assessments The answer demonstrates highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured, with an appropriate form and style of writing. Specialist vocabulary is used effectively. 10 22 of 30
1 3 During the Cold War the Americans used U2 aircraft to spy on the Soviet Union. Describe what happened when the U2 aircraft, piloted by Gary Powers, was shot down in 1960. [4 marks] Target: Description of key features and characteristics (AO1/AO2) Basic Description Any general relevant comment. Led to a crisis in relations between USA and USSR. Pilot was captured. Either Detailed description of limited aspects Photographs of the crashed plane, Khrushchev s demand for an apology. Eisenhower s denials of Soviet claims/usas explanations. Powers show-trial and sentence, exchange of spies. Effects on the Paris Peace Conference and peaceful co-existence. One accurate idea which goes beyond simple/general (2 marks), two for 3 marks. 1 2-3 Or Limited description of a wider range of aspects Eg outline description of the Crisis. Detailed description of several aspects Eg at least two of the points mentioned in the first part of Level 2. Or Three accurate ideas on any point(s). 4 23 of 30
1 4 In 1961 the Wall was built between East and West Berlin. Explain the results of the building of the Berlin Wall. Target: Explanation of key features and characteristics (AO1/AO2) [6 marks] Simple/basic description/explanation eg it was built by the USSR and East Germany; it divided Berlin; it was opposed by the USA; it was taken down in 1989 etc. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. EITHER Developed explanation of limited aspects eg explains one of the following: immediate problem face off at Checkpoint Charlie war averted; reaction of the USA propaganda not war Kennedy s attitude etc.; effect on East Berlin reduction of defectors stabilised economy etc; effects on families that were divided, commuters who lived in one area and worked in the other, attempts to escape to West their fate etc. OR Limited explanation of wider aspects eg some explanation of two of the above. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Developed explanation of several aspects eg developed explanation of at least two of the points given above. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. 1-2 3-4 5-6 24 of 30
1 5 Which leader did more to prevent the Cuban Missile Crisis from developing into nuclear war: President Kennedy of the USA General Secretary Khrushchev of the Soviet Union? You must refer to both leaders when explaining your answer. Target: [10 marks] [SPaG 3 marks] Analysis and explanation of events leading to causation (AO1/AO2) Simple descriptive comment and/or gives one reason Kennedy set up a blockade; Khrushchev withdrew the missiles. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Either Develops one cause This starts with description at the bottom of the level, then explanation and obtains top of level for assessment and focus on the question Describes the Crisis descriptions are likely to include both leaders so should be rewarded at 2 x D 4 marks. Explains why Kennedy regarded nuclear missiles on Cuba as a threat and how he got rid of them. Assesses the importance of Kennedy s approach to the Crisis in achieving a peaceful solution: alternatives he rejected - how this made possible a non-war resolution how his handling of the Crisis gave Khrushchev a non-nuclear option to remove missiles and end the Crisis without war. Explains why Khrushchev placed missiles on Cuba reasons for Khrushchev s decision to remove the missiles. Assesses the importance of Khrushchev s handling of the Crisis in achieving a peaceful solution: his decision to turn back the ships when they met the blockade and to remove the missiles from Cuba his conciliatory letter to Kennedy suggesting a solution - US missiles removed from Turkey, setting up of hotline, etc effect on Cold War. Or Covers both with some development or explanation This will involve description or explanation of both with no analysis or assessment and little focus on the question One good explanation or two explanations of the same bullet point plus explanation of the other bullet point for top of level. 1-2 3-6 25 of 30
spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Level 4: A selective and structured account covering both bullet points, though one may be in greater depth, focused on the question or establishing some argument Eg an answer which explains both and supports the explanations with good depth and command of knowledge can be placed at the bottom of level 3. Assesses the part played by Kennedy in finding a peaceful solution and explains Khrushchev s part 8 marks. Assesses both and relates them to a peaceful solution 9. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Balanced, well argued answer linking both parts, focused on the question Eg reaches a reasoned conclusion based on Level 3 assessments. The answer demonstrates highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured, with an appropriate form and style of writing. Specialist vocabulary is used effectively. 7-9 10 26 of 30
1 6 In January 1981 Ronald Reagan became President of the USA. Describe how he developed America s weapons in the years 1981 to 1985. Target: Description of key features and characteristics (AO1/AO2) [4 marks] Basic Description Any general relevant comment. Eg spent more money on weapons started the arms race again. Either Detailed description of limited aspects Eg describes one of the following: increase in military spending with figures ($325 billion in 1980 increased to $456 billion in 1987), weapons, neutron bomb, new bombers stealth bomber -, missiles in Europe. SDI explanation and effect. Or Limited description of a wider range of aspects. Eg outline description of American weapons development. Detailed description of several aspects At least two of the points mentioned in the first part of Level 2. Or Three accurate ideas on any point(s). 1 2-3 4 27 of 30
1 7 In 1989 the Soviet Union withdrew its army from Afghanistan. Explain why the USSR decided to withdraw from Afghanistan. Target: Explanation of key features and characteristics (AO1/AO2) [6 marks] Simple/basic description/explanation eg it was too big, too far away from home, army not strong enough etc. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. EITHER Developed explanation of limited aspects eg explains one of the following: Geography of Afghanistan, guerrilla warfare and its effect on the soldiers etc. Mujahidin and the nature of the Holy War and its effect foreign help to Afghans etc. Effect of war on the economy and finances of the USSR. OR Limited explanation of wider aspects eg some explanation of two of the above. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Developed explanation of several aspects eg developed explanation of at least two of the points given above. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. 1-2 3-4 5-6 28 of 30
1 8 Which was the more important reason for the collapse of Communism in Eastern Europe: the success of Solidarity in Poland the collapse of East Germany and the end of the Berlin Wall? You must refer to both reasons when explaining your answer. [10 marks] [SPaG 3 marks] Target: Analysis and explanation of events leading to causation (AO1/AO2) Simple descriptive comment and/or gives one reason Solidarity opposed the Communists. The Berlin Wall was opened. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Either develops one cause This starts with description at the bottom of the level, then explanation and obtains top of level for assessment and focus on the question Eg describes the Solidarity Movement; Explains why there was opposition to Communism in Poland in the 1980s and why this opposition resulted in a non-communist government in 1989. Assesses the effect of these events and the emergence of the first non-communist government in Eastern Europe on the collapse of communism in Eastern Europe by linking them to events elsewhere in Eastern Europe (including the USSR) Gorbachev s unwillingness to support Jaruzelski, the breaks in the Iron Curtain (Hungary, Czechoslovakia, East Germany, etc) Gorbachev s unpopularity in USSR, Yeltsin and collapse of USSR. Describes the coming down of the Berlin Wall; Explains why the Communist regime in East Germany collapsed rising protests, Honecker s refusal to carry out reforms and his resignation Krenz -why the wall was opened in November 1989. Assesses the effect of these events on Eastern Europe and the collapse of communism not the first Communist regime to fall, but perhaps had the most impact given the symbolic importance of the Wall followed by revolts elsewhere (Romania, Bulgaria), the reunification of Germany, the collapse of the Soviet Union etc. Or covers both with some development or explanation This will involve description or explanation of both with no analysis or assessment and little focus on the question One good explanation or two explanations of the same bullet point plus explanation of the other bullet point for top of level. 1-2 3-6 29 of 30
spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Level 4: A selective and structured account covering both bullet points, though one may be in greater depth, focused on the question or establishing some argument Eg an answer which explains both and supports the explanations with good depth and command of knowledge can be placed at the bottom of level 3. Assesses the effect of events in Poland and explains events in East Germany. 8 marks. Assesses both and relates them to the collapse of communism 9. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Balanced, well argued answer linking both parts, focused on the question Eg reaches a reasoned conclusion based on Level 3 assessments. The answer demonstrates highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured, with an appropriate form and style of writing. Specialist vocabulary is used effectively. 7-9 10 30 of 30