GCSE HISTORY B 90451 International Relations: Conflict and Peace in the 20th Century Mark scheme 9045 June 2014 Version/Stage: V1.1 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, 3 of 36
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 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 4 of 36
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 subquestion. 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. 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. 5 of 36
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. 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. 6 of 36
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 Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: Level 3: 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 36
0 2 Source A gives the impression that the Entente Cordiale was directed against Germany. Do you agree that this was the main reason why Britain and France made the Entente Cordiale? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. [6 marks] Target: Use of knowledge and evaluation of source to reach a conclusion (AO1/AO2/AO3) Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: General response relying on source or learned response Eg the Entente was between GB and France, Germany was not included. Source British therefore biased etc. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Uses general knowledge to agree/disagree with the interpretation/gives simple explanation of how the interpretation came about Eg shows some general awareness of the Entente Cordiale and/or the nature of German opposition etc. Or simple comments/inferences on the source, identifies GB and French figures; looks like they are married etc a cartoon therefore meant to be funny, so not serious etc. 1 2-3 Level 3: spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Agrees or disagrees either using source or own knowledge Eg Either Evaluation of provenance of source: eg identifying motive/purpose/audience such as seen as a warning to Germany, in context; promoting idea of Entente in GB; reassuring the British public that they are not alone against Germany - reflecting hostility of people to Germany (navy, Empire etc); overcoming doubts in GB over alliance as France traditionally an enemy. 4-5 Or Explains the specific terms of the Entente not military, colonial over Egypt, Morocco etc; end of splendid isolation; could refer to its growth later due to Germany s policy; explains the fear of GB and FR (navy, Alsace Lorraine etc). 8 of 36
spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Level 4: Uses source and knowledge to reach conclusion Both parts of level 3. 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. 6 9 of 36
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. Target: Level 1: Analysis and explanation of events leading to causation (AO1/AO2) [10 marks] Candidates either submit no evidence or fail to address the question. 0 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. 1-2 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; identification that the Alliance System came into play if linked to assassination e.g. by ultimatum. 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 3-6 10 of 36
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 3: 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 11 of 36
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] Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: Level 3: 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; disarm Germany 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 12 of 36
0 5 Source B suggests that Britain intended to punish Germany harshly at the Paris Peace Conference. Do you agree that this was Britain s main aim? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. [6 marks] Target: Use of knowledge and evaluation of source to reach a conclusion (AO1/AO2/AO3) Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: General response relying on source or learned response Eg powers did want to destroy Germany; Source is British so is biased against Germany. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Uses general knowledge to agree/disagree with the interpretation/gives simple explanation of how the interpretation came about Eg shows awareness of what happened to Germany in general terms: (destroyed by reparations; GB fear of another war; to trade with Germany; with no development of them) Or simple comments on the provenance: British comment so would want to be harsh on Germany; said by member of the government/cabinet with experience of the war. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. 1 2-3 13 of 36
Level 3: Level 4: Agrees/disagrees using either source or own knowledge Either Evaluation of provenance of source: eg identifying motive/purpose/audience such as statement made in election campaign so purpose is to win popular support by threats/ denouncing Germany which was popular; may develop further Geddes position in wartime government. Or Uses specific knowledge of the peace settlement to support or reject the statement that Germany should be destroyed (reparations; war guilt; Diktat; loss of land; military reductions; or comments on aims of Lloyd George and more moderate settlement wanted German trade to recover quickly so trade with GB could resume, main aim was to protect the dominance of the British Navy fear that Germany would turn to communism; fear of another war in context of suffering in WW1). spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Uses source and knowledge to reach conclusion Both parts of Level 3. 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. 4-5 6 14 of 36
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. Target: Analysis and explanation of events leading to causation (AO1/AO2) [10 marks] Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: 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. spelling, punctuation and grammar. It is reasonably well organised 1-2 3-6 15 of 36
and presented in a clear and effective manner. Level 3: 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 16 of 36
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 Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: Level 3: 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 17 of 36
0 8 Source C suggests that the Anschluss of 1938 was supported by the Austrian people. Do you agree that this was the main reason for the success of the Anschluss? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. [6 marks] Target: Use of knowledge and evaluation of source to reach a conclusion (AO1/AO2/AO3) Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: General response relying on source or learned response Eg Austrian people gave a great welcome to Hitler which showed their support for Anschluss. Eg photograph so will be accurate/biased/staged etc. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Uses general knowledge to agree/disagree with the interpretation/ gives simple explanation of how the interpretation came about Eg shows general awareness of Austrian support for the Anschluss by reference to plebiscite and/or union of Germans; or shows how Hitler marched/forced his way into Austria etc. Or simple comments on provenance: published in German newspaper so likely to be censored/biased towards Nazis; photo only shows Vienna so may not be a true representation of Austria as a whole etc. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. 1 2-3 18 of 36
Level 3: Level 4: Agrees/disagrees using either source or own knowledge Either Evaluation of provenance of source: eg identifying motive/purpose/audience such as photograph in German newspaper so purpose is to show to the world/europe how popular Anschluss/Hitler/Nazis are in Austria; or to further strengthen Hitler s popularity in Germany. Or Uses specific knowledge of event to support or reject the idea that main reason for Anschluss was support of Austrian people (quotes figures to show massive support of Austrians in plebiscite; role of Austrian Nazis in pressurising Austrian government; invitation to German army to intervene; Hitler s foreign policy aim of German speaking Reich in context of Austria; reference could be made to failed coup of 1934; failure of GB and France to oppose; no opposition from Italy). spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Uses source and knowledge to reach conclusion Both parts of Level 3. 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. 4-5 6 19 of 36
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] Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: 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. spelling, punctuation and grammar. It is reasonably well organised 1-2 3-6 20 of 36
and presented in a clear and effective manner. Level 3: 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 21 of 36
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] Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: Level 3: 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 22 of 36
1 1 Source D suggests that Soviet expansion into Eastern Europe was to protect their own borders. Do you agree that this was the main reason for Soviet expansion in Eastern Europe, 1945 1948? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. [6 marks] Target: Use of knowledge and evaluation of source to reach a conclusion (AO1/AO2/AO3) Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: General response relying on source or learned response Stalin was responsible for the expansion so he will know his reasons; USSR did gain control of Poland and Czechoslovakia; USSR did lose more men that GB and USA in war etc. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development Uses general knowledge to agree/disagree with the interpretation/gives simple explanation of how the interpretation came about Eg shows some general understanding of how USSR suffered during the war or of the nature of the Soviet expansion after the war mentioning other countries that were taken over by them and how they all became communist etc. Or makes simple comments on the provenance of the source: Stalin defending himself against Churchill s accusations. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. 1 2-3 23 of 36
Level 3: Level 4: Agrees/disagrees using either source or own knowledge Either Evaluation of the provenance of the source eg identifies motive/purpose/audience Stalin justifying his reasons for expansion to world and Soviet people who had experienced the war, and trying to turn the tables on Churchill who has branded him an expansionist who wanted to control much of Europe. Or Shows specific knowledge of eg what Churchill said in his Iron Curtain speech; the cost of the war to USSR; how Stalin had betrayed the west by going back on the promises made at Potsdam re the governments of Czechoslovakia and other countries in the East; could refer to the Berlin Blockade to disagree with source; explains Stalin s methods e.g. rigged elections etc. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Uses source and knowledge to reach conclusion Both parts of Level 3. 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. 4-5 6 24 of 36
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. Target: Analysis and explanation of events leading to causation (AO1/AO2) [10 marks] Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: 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. 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 36
spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Level 3: 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 26 of 36
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) Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: 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 Level 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 27 of 36
1 4 Source E suggests that the building of the Berlin Wall caused a lot of tension between the USSR and the USA. Do you agree that the building of the Berlin Wall was a danger to peace between the superpowers in 1961? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. [6 marks] Target: Use of knowledge and evaluation of source to reach a conclusion (AO1/AO2/AO3) Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: General response relying on source or learned response Eg Western allies had troops in West Berlin. Source British therefore biased. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Uses general knowledge to agree/disagree with the interpretation/gives simple explanation of how the interpretation came about Eg shows some general understanding of Cold War tensions high after U2 Crisis/refugees moving from East to West Berlin. makes simple inferences re Charlie, stand-off of tanks etc. Or makes simple comments on the provenance of the source British trying to show East Germany/Communists in a bad light; a cartoon therefore meant to be funny, so not serious etc. 1 2-3 spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. 28 of 36
Level 3: Level 4: Agrees/disagrees using either source or own knowledge Either Evaluation of provenance of source: eg identifying motive/purpose/audience such as West anxious to demonstrate that West Berlin s status under threat from the East trying to justify continued presence of Allied troops in West Berlin, to show East Germany/Communists in negative light during hot period of Cold War by ridiculing what they have done re Wall; is its purpose to ridicule the paranoia in USA, W Germany and USSR over the Wall by showing it is of little danger, or is it illustrating the tension by showing that a simple citizen can cause such panic any idea of purpose such as these would suffice etc. Or Develops knowledge of the Berlin Crisis background: West Berlin s status/wealth and Khrushchev s earlier attempts to remove Allied troops; Khrushchev s attempt to exploit perceived weakness of new and inexperienced US President; arrival of further US troops in West Berlin; explains reasons for the flow of refugees to West Berlin, East s attempts to restrict travel between the sectors led to the building of the Berlin Wall could comment on whether this increased or decreased tension in the area with supporting knowledge; could make detailed reference to the stand-off of tanks and its results which clearly prompted the source etc. spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Uses source and knowledge to reach conclusion Both parts of Level 3. 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. 4-5 6 29 of 36
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: Analysis and explanation of events leading to causation (AO1/AO2) [10 marks] Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: 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 30 of 36
spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Level 3: 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 31 of 36
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] Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: Level 3: 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 32 of 36
1 7 Source F suggests that the USSR invaded Afghanistan to make sure that the people remained free. Do you agree that this was the main reason for the Soviet invasion? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. [6 marks] Target: Use of knowledge and evaluation of source to reach a conclusion (AO1/AO2/AO3) Candidates either submit no evidence or fail to address the question. 0 Level 1: Level 2: Level 3: General response relying on source or learned response Communism was being challenged. Soviet source, therefore biased. The answer demonstrates simple understanding of the rules of spelling, punctuation and grammar. It is generally coherent but basic in development. Uses general knowledge to agree/disagree with the interpretation/ gives simple explanation of how the interpretation came about Eg shows some general understanding of how the Soviets invaded to support a Communist ally - because they were afraid of spreading Muslim influence etc. Soviet source, therefore biased with some comment Brezhnev trying to get support for the policy, trying to counter Western criticism of the invasion. spelling, punctuation and grammar. It is reasonably well organised and presented in a clear and effective manner. Agrees/disagrees using either source or own knowledge Either Evaluation of provenance of source; eg identifying motive/purpose/audience such as Soviet source, claiming that the Soviets were freeing the people from oppression in order to justify the Soviet action which was already under criticism at home and led to heavy criticism from the West and the US Olympic boycott to show the US/the West in a negative light. Or Shows understanding of the events leading up to the invasion events in Afghanistan, Soviet fears that Amin, though a Communist, was becoming too friendly with the West - fear that Muslim influence would spread into the Soviet Union and de-stabilise the southern republics oil attempt to balance US and Chinese attempts to spread their influence in the region. spelling, punctuation and grammar. It is well organised with an 1 2-3 4-5 33 of 36