Paper 4 Mark Scheme

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education
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MARK SCHEME for the October/November 2011 question paper for the guidance of teachers
0470 HISTORY
0470/41 Paper 4 (Alternative to Coursework), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes must be read in conjunction with the question papers and the report on the examination.
Cambridge will not enter into discussions or correspondence in connection with these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2011 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
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Mark Scheme: Teachers version IGCSE October/November 2011
Syllabus 0470
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Depth Study A: Germany, 19181945 1 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. Regular voting; number of votes cast and percentages vary for all candidates etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Hindenburg most popular; Hitlers vote increases but not big enough to overhaul Hindenburgs vote; Communist vote is diminishing etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Largest party in the Reichstag; President willing to discuss; violent; feared; intransigent etc. New Party; no overall majority; distrusted; coalition needed etc. [35] [0] [12]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? [67] (iii) Level 0 No evidence submitted or response does not address the question. [0]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is statistics and the other is from a German so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
University of Cambridge International Examinations 2011
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(b) (i) Level 0 No evidence submitted or response does not address the question.
Level 1 One mark for each valid detail to a maximum of two e.g. Chancellor of Germany 193032; Centre Party; ruled largely through Hindenburgs use of rule by decrees; willing to accept worsening economic crisis as a means of showing allies that payment of reparations was impossible etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies process e.g. November 1932 Schleicher/von Papen errors; by invitation. election propaganda; [0] von [12]
Level 2 Describes process. Award an extra mark for each part of the process described in additional detail e.g. President and Article 48; von Papen rivalry with von Schleicher; Hindenburgs influence; thought Hitler could be controlled only 3 Nazis in the Cabinet; fear of general strike/civil war etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Intimidation; banning of Communist and Socialist press; anti-Communist propaganda; Goering SA/ police attacks; appeal to the German people; Reichstag Fire; Decree for the Protection of the People; finance; popular etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, killed opponents; No, popular. Level 2 Explanation of violence OR other factors, single factor given e.g. Viol Other Violence against other parties; Night of the Long Knives; SA and SS; concentration camps; Reichstag fire; anti-Semitism example etc. Electoral/army/business support; quasi-legal means Emergency Decree, Enabling Act; Centre Party support; abolition of federal states; destruction of free trade unions; dissolution of other political parties; death of Hindenburg; plebiscite; propaganda etc. [2] [0] [1]
Level 3 Explanation of violence OR other factors with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of violence AND other factors must be addressed.
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Depth Study B: Russia 19051941 2 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. He evoked many emotions in people and inspired them all etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Manager said he loved Stalin and that he inspired people to work; Stalin was the deliverer of a safe state after Lenins death etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No He received a prolonged tribute of stormy applause rising to an ovation etc. The fulsome tribute was occasioned by the presence of NKVD men who would use the occasion to find independent thinkers and punish them etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful Both sources are from Russians so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid detail to a maximum of two e.g. Head of Communist Party in Leningrad and north-west Russia. Very popular. His assassination in 1934 Stalin implicated? began the purges of the 1930s etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies elements. Organised to give him God-like status. [0] [12]
Level 2 Describes elements. Award an extra mark for each element described in additional detail e.g. Methods by which the Russian peoples would identify Stalin as the overall protector/father figure. Statues, towns named, in literature, media, photographs etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Stalin paranoid; fearful of anyone who could undermine his authority or might pose a threat; Kulaks in agriculture; Old Guard who knew too much; senior army officers; managers; intellectuals. Turned people into informers on one another. Millions died or sent to gulags etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, he killed millions. [0] [1]
Level 2 Explanation of lack of benefit OR examples of benefit, single factor given e.g. Lack Ben Purges, poor working conditions, fear, punishment, few consumer goods, uncertainty, people informing on one another etc. Employment, better housing, health care, education. In the end was able to resist attack from Germany. Second only to USA in heavy goods production. Differed from area to area, and between different peoples of the USSR etc. [2]
Level 3 Explanation of lack of benefit OR examples of benefit with multiple factors. Allow single factor with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] Level 4 Answers that offer a balanced argument. BOTH sides of lack of benefit AND examples of benefit must be addressed. [68]
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Depth Study C: The USA, 19191941 3 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. Too few agents; overstretched; ignored; corruption and unpopular etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Overstretched and understaffed as only have 19 agents and administrators for the whole state; corruption as police chief is best friend of beer baron and supports action taken by the cop against the agents etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No States are enthusiastic; health improved; less crime; sober and more efficient workers; weakened brewers etc. Urban areas adopted less readily; high proportion still drinking; willing to drink illegally; wealthier unaffected; ended in 1933 etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is from a federal agent and the other is from a brewery so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid detail to a maximum of two e.g. illegal distillers; small scale; usually remote rural; victims of revenuers; suppliers of gangsters etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies activities e.g. Movers of illegal alcohol. [0] [12]
Level 2 Describes activities. Award an extra mark for each valid aspect described in additional detail e.g. Large scale smugglers across national borders or delivered from the sea; small scale movements from brewers/distillers to local clients/markets etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Anti-Saloon League and Womens Christian Temperance Union well established; many states already dry; influence of churches; politicians saw votes in it; country versus city; moral and anti-immigrant conservatism etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, it was ignored; No, anti-immigrant feelings were less damaging. [0] [1]
Level 2 Explanation of Prohibition OR another form of intolerance, single factor given e.g. Candidates may argue both sides of Prohibition or Prohibition against another form of intolerance Accept both. Proh Easily flouted; popular disobedience; everyone was abusing the law and being criminal; government did not really like the loss of tax revenue so was soft on enforcement etc. Was the law in 47 states; Federal enforcement; defeat of wet Presidential candidate in 1928; Other forms of intolerance anti-black, anti-left, antiunions, anti-immigrant, anti-Darwinism etc. [2]
Other
Level 3 Explanation of Prohibition OR another form of intolerance with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of Prohibition AND another form of intolerance must be addressed. [68]
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Depth Study D: China, 1945c.1990 4 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. Some Chinese stayed in China, some left; some hoped for a better future etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Although some supporters of the KMT went to Taiwan with the Nationalist government, many stayed in the hope of better things; wait and see middle class Chinese joined by returnees from abroad; all hopeful of using their talents to help the new China etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Businesses and factories were told to work on as normal; collectivisation of agriculture was years away yet etc. Areas of control like law and the media were immediately brought under strict Party control etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is British, the other is from a Chinese author so they could both be biased/unreliable [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid detail to a maximum of two e.g. People with rudimentary training in First Aid and treatments who went from village to village in an attempt to improve the overall health of the Chinese people; socalled as they removed sandals to prevent them getting wet and muddy in paddy fields etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies collective farms (cooperatives) as larger than normal units. [0] [12]
Level 2 Describes collective farms. Award an extra mark for each valid detail described in additional detail e.g. After early redistribution of land, peasants were persuaded to join collective farms in order to increase food production. Between 100 and 300 families in each collective, sharing ownership of the farm and sharing equipment etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. The peasants had long been resentful of the oppressive nature and treatment by landlords. They felt exploited and crushed by the system of landlordism. As CCP conquered territory they introduced Peoples Courts where justice could be meted out to landlords and land redistributed. Peasants saw KMT as the landlords party and KMT officers and soldiers were very harsh with the peasants whereas CCP soldiers were much more respectful etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, everyone was treated better. Level 2 Explanation of change OR lack of change, single factor given e.g. Chan Vast public health campaigns; reduced infant mortality; working conditions and welfare regulated. Retirement ages; working hours defined; national secondary system of education; language simplified; women equal Marriage Law stopped child marriages, infanticide; Mao Women hold up half the sky etc. Implementation patchy; cadres often implemented regulations to suit themselves; many aspects untouched or insufficiently developed; peasants still had a grindingly hard time which was to get worse during GLF; Antis campaigns meant the Party bureaucrats could use positions to settle old scores, undermining all reforms etc. [2] [0] [1]
Lack
Level 3 Explanation of change OR lack of change with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of change AND lack of change must be addressed.
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Depth Study E: Southern Africa in the Twentieth Century 5 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), supported from the source e.g. Negotiations began amicably; became difficult; views far apart; quarrelled but maintained dignity in front of the public etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Mandelas original respect for de Klerk was undermined in later negotiations by his refusal to compromise; both maintained a dignified public image despite the private arguments etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Would not give in over MK even though it was not a security threat; held a referendum; increased demands etc. ANC and trade union threats; MK was armed; conflict still continuing etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is American and the other is South African so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid Act to a maximum of two e.g. Group Areas Act, Population Registration Act, Separate Amenities Act, Land Act. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies Constitution e.g. Interim; prepared for 1994 election. [0] [12]
Level 2 Describes Constitution. Award an extra mark for each element described in additional detail e.g. Interim Constitution; 34 major principles laid down; basic human rights, freedom of speech, religion and association, equal votes for all races; set up Constitutional Assembly of 400 200 national/200 regional; proportional representation for 1994 election; basis of 1996 Constitution; 11 official languages recognised; national flag accepted. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Fully controlled Inkhata; tribal suspicions Zulu/Xhosa; vying for power; violence; collusion with government/police; legal weapons 1991; 1994 made deputy leader/made Minister for Home Affairs in Mandelas government of National Unity to ensure peace (failed) etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, it was democratic; No, opposition still existed. [0] [1]
Level 2 Explanation of peaceful achievement OR lack of peaceful achievement, single factor given e.g. Peace Peaceful election of 1994; Government of National Unity; Mandelas deliberately inclusive actions; TRC; 1996 constitution agreed; an aspect of constitution, implemented in 1997; programme of development begun; redistribution of 30 per cent of land planned; international isolation ended; Mandela stepped down as President in 1997, Mbeki popular; violence diminished by 1997. National Party had 21 per cent of vote in 1994, left government in 1996; Buthelezi; violence in townships; areas and wealth still racially divided; scale of poverty etc. [2]
Lack
Level 3 Explanation of peaceful achievement OR lack of peaceful achievement with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of peaceful achievement AND lack of peaceful achievement must be addressed. [68]
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Depth Study F: Israelis and Palestinians, 1945c.1994 6 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. They used publicity to embarrass anyone who opposed them etc. [34] Level 3 Supports valid inferences with reference to the source e.g. They filmed and transmitted the attempts by the British to prevent Jewish migration; made out Britain was a cruel country trying to stop Jewish victims from reaching a final, safe haven etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Huge influx from Europe in the period 1948 to 1950. Influx from Arab states; natural population increase; growth fluctuated after 1950. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is from an Arab and the other is British so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67] (b) (i) Level 0 No evidence submitted or response does not address the question. [0]
Level 1 One mark for each valid detail to a maximum of two e.g. First Prime Minister of the state of Israel and oversaw the establishment of the new state against Arab opposition. Apart from two years of chosen retirement he remained in office till 1963. [12]
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(ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies activities. Terror groups.
Level 2 Describes activities. Award an extra mark for each valid activity described in additional detail e.g. Anti-British and Anti-Arab terrorist gangs, using assassinations, bombings etc to quell Arab opposition and to try to drive the British into giving up its mandate over Palestine and quitting the country. Irgun was responsible for blowing up the British HQ in King David Hotel, Jerusalem, July 1946 etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the reason explained. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. The whole situation was confused and dangerous. Britain driven by chaos and war weariness, and the need to concentrate on home affairs, handed the mandate to UNO. A commission sent to find a solution. Arabs saw this as foreigners interfering in their land. Proposed a two-state solution at UN. Arabs saw this as giving away Arab land. UN Assembly voted for the two-state solution but Arabs saw this was being done under USA pressure. Arabs objected, saying it would make the current terror situation turn into full scale war. Britain saw this as well. Arabs felt it wrong to give back to Jews land they had vacated 2000 years before. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, the USA had great influence [0] [1]
Level 2 Explanation of USA contributions OR others contributions, single factor given e.g. USA Declarations in the past had seemed to promise a separate state; immigration from wherever in the 30s and 40s; strong Jewish lobby in USA; actions and threats of President Truman etc. Strong physical protection of Jewish immigrants and their rights by terror gangs; strong argument and organisation of Jews in Palestine arguing for a separate state Ben-Gurion opposed the terror but strong on the state; managed to declare the state and defend it by force against Arab nations and Palestinians; worldwide sympathy after the horrors of the holocaust became known etc. [2]
Jews
Level 3 Explanation of USA contributions OR others contributions, with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of USA contributions AND others contributions must be addressed. [68]
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Depth Study G: The Creation of Modern Industrial Society 7 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. Workmen had been prevented in the past from negotiating; views appear to be changing etc. [34] Level 3 Supports valid inferences with reference to the source e.g. The Report favours non-interference between masters and men in negotiating wages and conditions; believes the Combination Laws are no longer needed etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Source B is an extraction of an oath from workers not to join unions or to challenge hours, pay rates or working conditions. The extraction of the promise indicates there is a threat of losing control which is reinforced by Source C where dire consequences for industry, skill and capital are listed etc. [34] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful Source A is a Report, Source B is from the Document, and Source C is a presentation so they could all be biased/unreliable. [2) Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A, B and C to show reliability. 6 marks for one source, 7 marks for more than one source. [67]
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Level 1 One mark for each detail to a maximum of two e.g. in theory they were to apply to masters and workmen but the latter were affected in practice. Brought in during Napoleonic Wars to safeguard industry and prevent dangerous gatherings of work people. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies organisation. It was a trade union. [0] [12]
Level 2 Describes organisation. Award an extra mark for each valid aspect described in additional detail e.g. Grand National Consolidated Trade Union. An attempt to create a cover-all working mens organisation to protect their rights, negotiate etc. Too diverse, lacking organisation and communication. Too many different trades to protect. Robert Owen founded it in 1833. Tolpuddle Martyrs trial aided its demise. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Ostensibly, they were put on trial for taking illegal oaths under the law of 1797 passed at the time of naval mutinies. Really they were being attacked for perfectly legally forming a union part of an employers and born to rule conspiracy against working people; judge and jury prejudiced; 7 years transportation; helped to bring down GNCTU. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, they found it difficult to get better wages and conditions. Level 2 Explanation of control OR lack of control, single factor given e.g. Control Very little progress for workers; GNCTU had failed and workers punished (Tolpuddle Martyrs); employers hard to break down and had much influence in Parliament; very little by way of legislation although the 1833 Factory Act saw some progress; also some movement re Mines. Unions restricted and legal position still unclear. Increasingly, people of stature saw that hardships at the workplace were wrong and worked unceasingly to get changes made; more employers were coming to realise that contented workers often led to increased production. Foundations laid for the rise of New Unionism in the 1850s. [2] [0] [1]
Lack
Level 3 Explanation of control OR lack of control with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of control AND lack of control must be addressed.
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Depth Study H: The Impact of Western Imperialism in the Twentieth Century 8 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. They were very violent and threatening; they wanted to hurt their enemies etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Very violently opposed to western influence as seen in the damage, murder and disfigurement to Christians; organised to distribute leaflets and go on marches etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Reports from the coast became more alarming; Yu Hsien and the Empress Dowager appear to be firm supporters of the Boxers etc. Peoples of Shansi and the Christian elements were not supporters of the Boxers and feared their coming etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is from a Russian and the other is from a Chinese person so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid example to a maximum of two e.g. Britain, Portugal, France, Germany. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies method. By the royal family and circle. [0] [12]
Level 2 Describes method. Award an extra mark for each valid aspect described in additional detail e.g. Narrow ruling circle stemming from the Emperor. District governors had wide powers which were not always in accord with the Dragon Court. Warlords in outlying provinces who exercised much local power. Foreign countries had significant territorial and commercial footholds in various parts of China and interfered with central government to further own interests etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Mainly failed because of European intervention, but also imperial viceroys in central Yangtze Valley and South China disobeyed government orders and put down anti-foreign risings. Boxers no match for western forces and weapons. International forces acted together against the rising. No broad general rising across China easier to deal with the localised risings etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions Yes, some dressed like westerners. [0] [1]
Level 2 Explanation of westernisation OR lack of westernisation, single factor given e.g. West In areas where there was a western presence there was significant influence and many Chinese adopted western ways of life and in commerce. Many remained true to traditional Chinese customs even in these areas. Some attempts to modernise China after Boxer Rebellion and defeat against Japan but only moderate impact. In rural China there was little westernisation except that some missionaries there did change some things but only marginally. Most Chinese were barely affected at all only cities with commercial centres affected to any extent. [2]
Lack
Level 3 Explanation of westernisation OR lack of westernisation with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of westernisation AND lack of westernisation must be addressed. [68]
w w w e tr .X m ap eP

s er om .c
0470 HISTORY
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Depth Study A: Germany 19181945 1 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s) unsupported from the source e.g. For dissidents; labour camps; increasing number of camps; disciplined with savage punishments etc. [35] Level 3 Supports valid inference from the source e.g. Severe punishments for natural discussion, collection of both true or false information; hanging and shooting pour encourager les autres from breaking rules; rules of Dachau then used across the whole camp system etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Cared nothing for other so-called racial groups like Russians and Czechs; saw non-Germans as slaves and fodder to make the life of Germans better; other groups were no better than human animals etc. Noble towards their own; loved animals; honest and decent to fellow Germans; will adopt a decent attitude to human animals etc. [35] [0] [12]
No
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful Both sources are from Himmler; one a set of rules and the other is a speech so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid example to a maximum of two e.g. Bergen-Belsen, Berlin-Marzhan, Breitenau, Buchenwald, Flossenburg, Hinzert; Neuengamme; Oranienburg, Ravensbruck, Sachsenhausen, Mauthausen (Austria). [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies aspects e.g. Inferior, frightening, parasites. [0] [12]
Level 2 Describes aspects. Award an extra mark for each valid aspect described in additional detail e.g. Sub human/animals; Bolsheviks; moneyed; undermining real German values; corrupting life and females; responsible for Versailles etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Long-term objective; logical progression of earlier policies; military power; areas controlled; sheer number outside Germany; technology; Wannsee; Himmler; as war turned rate increased to get rid of the evidence etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, people dare not talk; No, genuinely popular policies. Level 2 Explanation of fear OR other factors, single factor given e.g. Fear SS, Gestapo, concentration camps; punishment of opponents Rohm, 3 million Germans in prison or camps; Communists, Socialists, some in Churches, Army; informers everywhere. Popular/middle/upper class support; Hitler Youth; effective economic policies; military success; propaganda; anti-Semitism; not possible to judge in a totalitarian state etc. [2] [0] [1]
Other
Level 3 Explanation of fear OR other factors with multiple factors given. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of fear AND other factors must be addressed.
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Depth Study B: Russia, 19051941 2 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s) unsupported from the source e.g. No-one appears to have planned anything and nobody has agreed how to proceed; the event could go either way etc. [34] Level 3 Supports valid inferences with reference to the source e.g. The parties had not cooperated in forming a plan; the whole thing depended very much on the troops reaction to working class protest etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Idle gossiping does not suggest the authorities had lost control when queues are as important as actions; actions by Cossacks and police; troops surrounding factories etc. The ladies think the revolution is starting; swept like a great flood; meetings being held; no great energy from government forces; factories occupied and youths shooting etc. [35] [0] [12]
No
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is from an Okhrana agent, the other is from an old Menshevik so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid aspect to a maximum of two e.g. First formed in the 1905 Revolution and formed again throughout the country in 1917. Councils of workers and soldiers etc. to co-ordinate strikes and demonstrations. St. Petersburg Soviet rivalled the Duma in power etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies Rasputins role e.g. Healer, confidant, adviser. [0] [12]
Level 2 Describes Rasputins role. Award an extra mark for each valid aspect described in additional detail e.g. A spiritual healer around whom there was much scandal and gossip; he became popular with Tsarina after appearing to help Crown Prince Alexei with his pain from haemophilia; gained even more power when Nicholas took over as C-in-C and left government to Tsarina, heavily influenced by Rasputin; expect rumours of suspected affairs; assassinated in December 1916 etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Losses in the war, shortages of food, general dissatisfaction with the conduct of the war, government, chaos and the Tsar; general dislike of the Royal Family and rumours; government either unable to work/control or totally dysfunctional etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, the Bolsheviks were very popular. Level 2 Explanation of Bolshevik OR other factors, single factor given e.g. Bolsh Return from exile; organisation and purpose; April Theses made understandable promises; Kornilov Affair; support from the soviets; ability of Lenin and Trotsky etc. July Days had shown that they were vulnerable; flight of Lenin; dissatisfaction with the Provisional Government over the issues of war, land, elections; elections for Constituent Assembly saw Bolsheviks gaining only a quarter of the seats, behind Social Revolutionaries Lenin ordered Red Guards to close down the Constituent Assembly after one day etc. [2] [0] [1]
Other
Level 3 Explanation of Bolshevik OR other factors, multiple factors given. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of Bolshevik AND other factors must be addressed.
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Level 2 Makes valid inference(s), unsupported from the source e.g. Relieve poverty; match jobs to skills; benefit community by new services; strengthen families; restore morale and national strength; wages rather than handouts etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Match jobs to skills better to have bricklayer building hospitals than digging ditches; restore morale by giving women a job and removing them from the breadline her family benefits etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Cost; private enterprise suffered taxes; jobs lost; restricted freedom etc. Projects benefited all; must, therefore, have created jobs; higher wages; social security; taxes not just on business etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful Both sources are American, one is a speech and the other is from an historian so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid aspect to a maximum of two e.g. NRA; motto We do our part; employers had voluntarily agreed to codes to outlaw child labour, improve working conditions; minimum wage; Presidential approval; over 2 million employers joined the scheme etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies effects e.g. Made unions legal; membership increased. [0] [12]
Level 2 Describes effects. Award an extra mark for each term of the Act described in additional detail e.g. Had developed from Section 7a of NIRA; workers had the legal right to membership of unions; collective bargaining; controlled unions illegal; membership trebled to 10 million by 1941; strikes for recognition; employers resistance sometimes armed etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Chance of land; jobs; traditional migrant labour for harvests; tenant farmers driven from land elsewhere; Dust Bowl; Okies and Arkies etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, more employed; No, many still unemployed. Level 2 Explanation of better OR not better, single factor given e.g. Better Alphabet Agencies had improved life for many (expect names and details); unemployment had dropped from 12 million to 9.5 million; groups benefiting from Social Security Act; environmental improvements; reform of the banking system etc. Still 17 per cent unemployed; Alphabet Agencies and policies limitations (expect details); agriculture problems remained; cost; little intention or success in aiding blacks, the South or women etc. [2] [0] [1]
Not
Level 3 Explanation of better OR not better with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of better AND not better must be addressed.
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Depth Study D: China, 1945c.1990 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. Unless opponents were overtly against the regime and commerce, all should be treated with some leniency; anti-landlord etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Industrial and commercial enterprises run by landlords should be untouched; the only punishments to be meted out were to be to the worst counter-revolutionaries; in the meantime, patience and forgiveness were to be the order of the day etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Stopped being a field army; defensive units for railways and cities only; lost its offensive spirit etc. Army still in existence; a garrison army with a role of defending lines of communication; not ineffective, just changed its role etc. [35] [0] 12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is from Mao himself and the other is from an American so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid element to a maximum of two e.g. The island which became the HQ and home for the nationalist KMT movement; permanent thorn in the side of the CCP government; represented China at UNO with a seat on the Security Council; protected by US navy etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies aid e.g. Materiel to support nationalist efforts. [0] [12]
Level 2 Describes aid. Award an extra mark for each element of aid described in additional detail e.g. Arms and equipment; money; advisers generals and technicians; medical support; communications especially by air etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Better organised; better led; deserters; performance and actions of KMT brought support to Communists; attention to the land issue and justice throughout the war; popularity from fighting a foreign enemy, Japan; KMT represented all that was bad in China whereas CCP seemed to offer a new start etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, the Communists stole all the American aid. Level 2 Explanation of strengthen OR not strengthen, single factor given e.g. Stren War and final victory against Japan weakened a foreign adversary; Chinese saw the Communists as fighting a national war; peasants compared the treatment of CCP and KMT troops; deserters to Communists brought weapons and expertise; war weakened KMT, its support and resolve; performance of Jiang, his forces and obvious corruption undermined considerable American support for nationalists. Still much larger KMT force in existence with US support; Communists had taken losses during the war; Communists only controlled small areas of China in 1945; the new UNO recognised the KMT government as representative of China; still a huge mountain to climb to keep gains if Civil War continued; most Chinese people just wanted to get back to normal life without worrying which type of government was in power etc. [2] [0] [1]
Not
Level 3 Explanation of strengthen OR not strengthen with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on both sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of strengthen AND not strengthen must be addressed.
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Level 2 Makes valid inference(s), unsupported from the source e.g. International opposition; fears of Afrikaners; disunity; bloodshed etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Fears that sanctions may force changes that will alter severely the position of the Afrikaners in South Africa; thinks sanctions are encouraging violence; almost a hint that he might not oppose a transfer to majority rule as long as the process is peaceful etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Willing to make labour reforms; investing in black education; demonstrations; international pressure; dialogue with Mandela. Only some reforms, not all demands met; crackdown on unrest; Mandela still in prison; took 3 years to respond to his proposals etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is South African, the other is American so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid term to a maximum of two e.g. Abolished old Senate in favour of three sections: House of Assembly for whites (178), House of Representatives for coloureds (85), House of Deputies for Indians (45). Electoral College of these three groups to choose State President and could advise the Presidents Council. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies the role e.g. Chief Minister of Kwazulu homeland. [0] [12]
Level 2 Describes the role. Award an extra mark for each valid aspect described in additional detail e.g. By 1980 Buthelezi fully controlled effective social and political Zulu organisation; criticised the government from inside the system; worked to combine the Kwazulu and Natal as multi-racial government refused 1985; accepted Mandela as leader of blacks but criticised ANC guerrilla tactics; 19857 violence with other black groups etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Black bitterness against the new constitution; ANC guerrilla tactics and call for civil unrest to make South Africa ungovernable proved effective; AZAPO; UDF rallies; riots; police action was provocative but inadequate to contain; needed army support etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. [0]
Level 1 Simple assertions. Yes, government could not contain violence; No, whites were beginning to see it just caused trouble. [1] Level 2 Explanation of violence OR other factors, single factor given e.g. Viol Other Violence escalated on both sides; townships descending into anarchy; increasing cost to government was not sustainable etc. Gradual dismantling had begun before the violence; effects of economic sanctions; role of Botha, de Klerk, Mandela, UDF; National Party losing support; violence worst between black groups etc. [2]
Level 3 Explanation of violence OR other factors with multiple factors. Allow single factors with multiple reasons OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of violence AND other factors must be addressed.
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Level 2 Makes valid inference(s) unsupported from the source e.g. Divided in views but conceded in the end that the fight must continue etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Thought that the tactics of 1964 had caused current Arab problems; cautious views wanted to stop the struggle; Arafat the most influential personality and he wanted to continue etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Glad her son died away from the camp; press takes pictures and brands them as beggars; This is no life etc. Her sons have fought, are fighting and will fight again for the cause; eight-year-old preparing to fight; deaths are not stopping the struggle etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is a Jewish/Palestinian cooperation, the other is from the PLO so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid state to a maximum of two e.g. Lebanon, Tunisia [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies aims e.g. To achieve a Palestinian homeland. [0] [12]
Level 2 Describes aims. Award an extra mark for each aim described in additional detail e.g. Our political vision of a free Palestine is a democratic, secular, non-racial state where all Palestinians Christians, Jews and Muslims have equal rights. The Palestine Liberation Movement considers itself a part of the peoples struggle against international imperialism. We are fighting the same enemy whether it is in Latin America, Vietnam or Palestine. (Yasser Arafat). [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Fatah launched guerrilla attacks on Israel from bases in Jordan; volunteers growing daily after successful Fatah resistance on Jordan base at Karemeh; attacks on Israel and Israelis rose; Hussein feared Palestinians were overrunning his country; they paraded openly; Arafat did not control all groups; hijacking of planes and blowing them up at Dawsons Field, East Jordan lost much sympathy; 17 Sept 1970, Hussein launched his loyal army on the Palestinians. Fierce, bloody battle Palestinian fighters had to re-locate to Lebanon. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Not much; the Palestinians cause is an embarrassment. Level 2 Explanation of support OR lack of support, single factor given e.g. Supp Outwardly, and in principle, all Arab states support the establishment of a Palestinian state. But, do they wish it to replace the state of Israel? Is the Palestinian issue just a means to embarrass Israel? Support from Syria through Lebanon, from Iraq and Iran has been given openly. Are support, money and weapons secretly given by other Arab states? Saudi Arabia? Issues that the Arab states have had with Israel and the wars fought are largely about land. Egypt is interested about Sinai, Syria about the Golan Heights, Jordan about the West Bank and Lebanon about southern Lebanon. Could be argued that Egypt and Jordan have a permanent understanding with Israel, and no concerns for the Palestinians. [2] [0] [1]
Lack
Level 3 Explanation of support OR lack of support with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of support AND lack of support must be addressed.
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Level 2 Makes valid inference(s), unsupported from the source e.g. Kent workers are being targeted by strangers to break the law; told that action would improve working conditions etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Kent workers are being targeted, according to the poster, by so-called friends to break the law in the belief that this will help them get better wages etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Asks the lowest, degraded, slave-like workers to wake up and take an interest in the state and future; indifference quoted etc. Only applies to agriculture; one Tolpuddle Martyr is aware; Loveless thinks there are people aware to come and join from all points of the compass etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is a poster and the other is a letter so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid detail to a maximum of two e.g. Workers opposed to change like introduction of machinery. Originally led by Ned Ludd against machines in the stocking industry; eventually workers with violent reaction to change machine breakers. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies Owen e.g. Factory owner; philanthropist. [0] [12]
Level 2 Describes the work of Owen. Award an extra mark for any valid aspect described in additional detail e.g. Aimed to improve working and living conditions for workers. In his own factories in Scotland New Lanark, he improved working conditions, housing etc. Wanted to spread the idea of associations hence he founded GNCTU but was not able to prevent its demise. Ahead of his time etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Many felt they were not working; there were a growing number of illegal associations; an out of date law established during the Napoleonic Wars now being applied and causing ill-will; ardent reformers like Francis Place publicised iniquities; Select Committee recommended a change to parliament. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, they were laughed at. Level 2 Explanation of failure OR lack of failure, single factor given e.g. Fail Aims largely political, thought outrageous at the time and none of its demands were achieved before the fall of the movement; poor communications; two wings Moral Force (Lovett), Physical Force (OConnor); seen as dangerous by the Establishment, especially in 1848, but so many forged signatures in its petition it collapsed; brought scorn and set backs to workers association. Only annual elections of its six demands not now implemented; others pay for MPs, equal electoral districts, universal manhood suffrage, abolition of MPs property qualification, secret ballot. Showed the working classes could work together; publicised political inequalities in the country etc. [2] [0] [1]
Lack
Level 3 Explanation of failure OR lack of failure with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH side of failure AND lack of failure must be addressed.
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Depth Study H: The Impact of Western Imperialism in the Nineteenth Century 8 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. British trying to be friendly and respectful; Chinese ruling classes see British as inferiors etc. [34] Level 3 Supports valid inferences with reference to the source e.g. British send a letter hoping for peace and goodwill; arrogant Chinese send reply which indicates goodwill cannot exist while the merchants have to take crumbs from the Emperor; the British seen as a much lower class etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Source C seems to show that the British are now in a position to dictate terms and relationship with the Chinese. The lament in Source B indicates that the ex-American President feels insulted as China appears to refuse trade and diplomacy on equal terms etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful Source A is a reply to a letter, Source B is a lecture and Source C is another letter so they could all be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A, B and C to show reliability. 6 marks for one source, 7 marks for more than one source. [67]
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Level 1 One mark for each valid term to a maximum of two e.g. China ceded Hong Kong to Britain and opened 5 treaty ports (Shanghai, Canton, Foochow, Amoy, Swatow). Paid compensation for confiscated opium and a war indemnity. Import duties lowered from 65 to 5 per cent. British nationals exempt from Chinese law. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies aspects of war. Largely a war at sea. [0] [12]
Level 2 Describes aspects of war. Award an extra mark for each valid aspect described in additional detail e.g. 1839, Chinese forbade opium trade and demanded the merchants of Canton surrender their stocks of opium. Tried to follow this up by firing on a British warship. British then conducted a mainly naval campaign in which they bombarded Canton and its forts. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Social and health effects upon the Chinese population; China had no control over the trade; resented increasing influence of foreign traders and their interference in local matters; contravened Dragon Seat position; China got little out of it but others, especially Britain, gained great profits in this trade from India to China etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. No, the Europeans took all they could. Level 2 Explanation of benefit to China OR lack of benefit, single factor given e.g. Ben Brought work and wealth to some; brought western goods so helping to bring China out from medieval isolation; some Chinese journeyed to Europe or America and returned with some degree of western industry etc. Much of the trade was opium based which affected the Chinese people badly; profits were largely for Europeans; resentment and argument increased as Europeans and western ways dominated areas; brought two wars which damaged China and its people badly etc. [2] [0] [1]
Lack
Level 3 Explanation of benefit to China OR lack of benefit with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of benefit to China AND lack of benefit must be addressed. [68]

s er om .c
0470 HISTORY
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Depth Study A: Germany, 19181945 1 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. Want an obedient, pro-government society; want a non-judgemental, nationalist society prepared for military action etc. [34] Level 3 Supports valid inferences with reference to the source e.g. Demands an end to Weimar decadence with reference to moral decay in family and society; wants non-critical state with an end to academic freedom, democratic and Jewish interpretations etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No All-pervasive; constant events and slogans; tailored to suit the audience, especially the young; opposition could only try to avoid etc. Did not convince all people; population already susceptible to Nazi appeal; seeking positive leader and policies etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is American and the other is British so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid group to a maximum of two e.g. Edelweiss Pirates, White Rose, Meuten in Leipzig, Baum Group in Berlin, Swing movement. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies aspects e.g. Attempts to control faith. Tense situation. [0] [12]
Level 2 Describes aspects. Award an extra mark for each valid aspect described in additional detail e.g. Early acceptance, later persecution of some; Muller Reich Bishop to 1935, then Kerrl Ministry; Protestant split 1934 Confessional Church, hundreds of clergy to concentration camps e.g. Niemoller, Bonhoffer (executed 1941); Concordat with Catholic Church, but later interference with schools and youth movement; Bishop Galen 1941 protest over euthanasia etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Job creation state funded projects on infrastructure Autobahns etc.; Labour Service, compulsory for young from 1935; rearmament; Four-Year Plan; conscription; removing women from labour market etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, propaganda most important; No, Hitler the overall driving force. Level 2 Explanation of Goebbels OR another leader, single factor given e.g. Goebb Other Propaganda via newspapers, radio, film, art, censorship, rallies; impact on a whole people etc. Unable to disguise problems from 1941 onwards; Hitler more popular speech maker and foreign successes; Himmler more efficient SS, Gestapo, police etc.; Goering air force, SA, economy; Ley DAF; von Schirach Hitler Youth; Heydrich Final Solution; von Ribbentrop foreign policy, influence on Hitler etc. [2] [0] [1]
Level 3 Explanation of Goebbels OR another leader with multiple factors. Accept single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of Goebbels AND another leader must be addressed.
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Depth Study B: Russia, 19051941 2 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material seen in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. They are poor and shabby etc. [34] Level 3 Supports valid inferences with reference to the source e.g. They appear to be protesting for collectivisation and against the kulaks; they look regimented and emotionless; propaganda photo? etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Chaos; unplanned; no machinery; famine and death numbers; concealed so no international aid could be claimed or delivered etc. Grain still being collected; towns fed; exported grain brought industrial plant; Stalin happy as famine broke peasant resistance etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is a photo and the other is British so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid aspect to a maximum of two e.g. Richer peasants who owned land, employed poorer peasants and controlled most village Mirs. Largely grew out of Stolypins agricultural reforms etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies organisation. A collective system of farming. [0] [12]
Level 2 Describes organisation. Award an extra mark for each aspect described in additional detail e.g. Collective farms or kolkhozy; peasant farmers did not cultivate their own land but farmed all the land available in cooperation with their neighbours. In theory, they then shared the profits; in practice, they became state agricultural workers. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Insufficient grain being produced by the old system to feed cities and new industrial workers; to expand land under cultivation; to use machinery like tractors; to eradicate the kulaks; to sell grain abroad to buy technology and experts etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. No, a lot died. Level 2 Explanation of benefit OR lack of benefit, single reason given e.g. Ben Long term gains in food production with regard to grain and animals; kulaks eradicated; fed the cities and bought foreign technology; made the peasants cooperate; in spite of occasional poor harvests, the Russians were better fed etc. Short term famines; millions died; on hold early on as officials were dizzy with success; force used; propaganda and scapegoated kulaks; very few human rights respected; still poor harvests in the long term; experiments as far ahead as Khrushchevs Virgin Lands scheme 1954 failed etc. [2] [0] [1]
Lack
Level 3 Explanation of benefit OR lack of benefit with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of benefit AND lack of benefit must be addressed.
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Level 2 Makes valid inference(s), unsupported from the source e.g. Overall doing well but agriculture variable etc. [34] Level 3 Supports valid inferences with reference to the source e.g. The value of the economy increases to 1929, after which there is a dramatic fall; the value of cattle is variable but reaches its peak in 1929, while the peak prices for cotton are in 1925 etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Loss of job security; no trust in banks; curtailed spending; not reassured by government action etc. Bank irresponsibility; most already in debt; concrete reasons for fearing unemployment etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is statistics, the other is a website so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid aspect to a maximum of two e.g. Buying shares in expectation of a quick profit; buying on the margin; cheap loans; lack of regulation; prices rising throughout the 1920s; encouraged by the example of those making a killing etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies effects e.g. Went bankrupt; helped FDR win election. [0] [12]
Level 2 Describes effects. Award an extra mark for each valid effect described in additional detail e.g. 659 banks went bankrupt in 1929. 1930 1352, 1931 2294; largest was the Bank of the United States in New York; businesses cut production; wage cuts; job losses. US loans to Europe called in; undermined Hoover, benefited FDR etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Hoover seen as a do nothing President; Republican principles made Hoover a prisoner of his party; treatment of the Bonus Army; FDR and his whistle-stop tours; success as Governor of New York; Democrats united for once; promises of action (vague). [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, they lost their jobs; No the middle classes lost all their savings. [0] [1]
Level 2 Explanation of the poors losses OR benefit/other groups losses, single factor given e.g. Loss Ben Unemployment 14 million by 1933; 1939 still 9 million; wage reductions; loss of homes; starvation; migration etc. Poor eventually benefited; Social Security Act; trade union reform; job creation via Alphabet Agencies; intolerance pre-dated the Wall Street Crash but remained. Bankers/Wall Street losses; regulation; businessmens loss of markets; savers; politicians etc. [2]
Other
Level 3 Explanation of poors losses OR benefit/other groups losses with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of the poors losses AND benefits/other groups losses must be addressed. [68]
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Depth Study D: China, 1945c.1990 4 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported from the source e.g. All was frenetic and violent; needed some kind of discipline to diffuse anger etc. [34] Level 3 Supports valid inferences with reference to the source e.g. All was frenetic with groups fighting one another; the PLA was used as a mediator but even their representative was kidnapped; needed a cooling off period with Red Guards sent to the countryside etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Ruling Central Committee leading the demand for unity; appeals to party committees to seek out the dissenters and convert them; get rid of the burdensome past and join the rest in the struggle etc. States that the Cultural Revolution is a revolution which will meet resistance; blames dissent on Capitalist Roaders and old lifestyle; admits there are comrades who have made mistakes etc. [35] [0] [12]
No
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is British, the other is from the Chinese Communist Party so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid detail to a maximum of two e.g. Small red book, full of Maos political and philosophical thoughts; often read; used by the Red Guards as a passport to carry out vengeance on the educated classes in humiliation meetings and punishments etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies meetings e.g. To make opponents face their errors. [0] [12]
Level 2 Describes meetings. Award an extra mark for each valid aspect described in additional detail e.g. The Cultural Revolution condemned anything old or anyone educated; Red Guards therefore targeted antiquities, and managerial, teaching, scientific and library personnel. They would be humiliated; made to confess errors and then often badly beaten; some died etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. To re-energise the Communist revolution; to regain his position in the Party lost some face with the failure of the Great Leap forward; factions in the Party wanted to develop a managerial class of experts; Mao hated this and called them Capitalist Roaders and revisionists too much like the Russian model; to remove or put down enemies in the Party etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, some Chinese were better off. Level 2 Explanation of change OR lack of change, single factor given e.g. Chan The easing of economic restrictions under Deng and the movement towards international cooperation via UNO and the World Bank has seen the Chinese economy expand, and China become a world superpower; much better standard of life for many Chinese and greater access to consumer goods etc. Deng still had the CCP in complete control of political life with abuses of human rights; any resistance crushed Tiananmen Square; rural Chinese saw very little improvement or change; factories, dams and city expansion saw many deprived of land and property etc. [2] [0] [1]
Lack
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Level 2 Makes valid inference(s), unsupported from the source e.g. Radical, determined, optimistic, communist (?), contradictory, idealistic etc. [34] Level 3 Support valid inferences with reference to the source e.g. Idealistic and optimistic in that it believed in equable sharing and equable government; wants peace for all ever after but acknowledges they will have to fight to get peace etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Organised; all races represented; number of delegates; range of concerns; not intimidated; refused to be provoked etc. Bannings; police powers and provocative actions; unable or unwilling to resist the actions of state agencies etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is from a Charter and the other is from an autobiography so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid aspect to a maximum of two e.g. A white, mainly English-speaking World War II veterans organisation formed 1951; leaders included Louis Kane-Berman, Harry Schwartz, later Liberal MP, communist Joe Slovo, Adolf Sailor Malan, President; torchlight marches to oppose removal of Coloureds vote in Cape Province; largest march attracted 75 000 protesters; lasted 5 years; membership up to 250 000 etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Identifies aspects e.g. It was destroyed; forced removals. [0] [12]
Level 2 Describes aspects. Award an extra mark for valid aspects described in additional detail e.g. Oldest townships mixed population not in line with Group Areas Act; removal February 1955; early morning heavily armed police forced residents out of homes; taken with belongings on government trucks 13 miles from city to government empty fields; peaceful protest by ANC and white liberals; area bulldozed and replaced by Afrikaner town named Triumph. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Morale-boosting Anglican priest; 1956 book Naught for Your Comfort was a bestseller, banned in South Africa; 1959 founder member of the British AntiApartheid movement President 1981; worldwide publicity/fundraising; influence over Tutu, Mandela; honoured by UN, ANC; tumultuous welcome in SA in 1991 after 35 year absence. [26]
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(iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, a racial classification; No, other acts were worse.
Level 2 Explanation of damage by Registration Act OR damage by another Act, single factor given e.g. Reg Act Designated racial group of every citizen; all to carry Racial Classification document; basis for enforcement of all the other apartheid laws; to aid separate development etc. Others Abolition of Passes Act 1951 tightened all aspects; Reservation of Separate Amenities Act 1953 segregated all facilities. Restricting areas to live: Group Areas Act led to forced removals; Prevention of Illegal Squatting; Native Laws Amendment restricted black peoples town dwelling; 1956 no right of appeal. Loss of political freedom: Separate Representation lost Coloured Cape vote; Bantu authorities in homelands abolished NRCs. Affecting work: Building Workers Act; Native Labour prohibited black strikes. Limited education: Bantu Education Act; Extension University Education. Restricting personal freedom: Prohibition of Mixed Marriages; Immorality Act. [2]
Level 3 Explanation of damage by Registration Act OR damage by another Act with multiple reasons. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of damage by the Registration Act AND damage by other Act must be addressed. [68]
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Level 2 Makes valid inference(s), unsupported from the source e.g. The population appears to grow bigger; immigration seems to reduce etc. [34] Level 3 Supports valid inferences with reference to the source e.g. The population grew steadily from 1948 and multiplied by a factor of four, while immigration has reduced by 1968 to one sixth of the 1949 rate. This would appear to suggest that population rise now depends more on natural birth rate rather than immigration. Reduction in immigration would appear to show that many of the Jews who wished to settle in Israel have already done so. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Enormous increase in exports from citrus fruits to plastics etc.; main customers USA and Britain. Has a tourist industry etc. Experiences difficulties in finding foreign markets, especially among Arab and communist states. Tourist industry disrupted by war etc. [35] [0] [12]
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is statistics and the other is by a British writer so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid element to a maximum of two e.g. Collective agricultural settlements (first in 1909). Often sited in unpromising areas to regain land from arid areas, and to increase food production etc. [12] (ii) Level 0 No evidence submitted or response does not address the question. [0]
Level 1 Identifies issues e.g. Both claim the city as having central religious importance. [12] Level 2 Describes issues. Award an extra mark for each valid issue which is described in additional detail e.g. After Mecca and Medina, the Al-Aqsa mosque is the third most holy site for Islam. Since Jerusalem was the capital of King Davids kingdom (c. 1000 BC), it has been the epicentre of Jewish cultural, social, religious consciousness. UNO wanted the city to have international status (1947), but after the war 1948/9, the western half fell under Israeli control, and the eastern half, including the Wailing Wall, came under Jordan. After the Six Day War Israel occupied the whole area. Bone of great contention in any peace negotiations. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Early promises e.g. Balfour Declaration, and developing Zionism, appeared to make the Jews feel they had a right to a homeland. After WWII, sympathy and the Jewish lobby in the USA meant that a Jewish state could exist in Palestine. GB opted out of its mandate and UNO plans were heavily influenced by USA. The unity and determination of the Jews to resist all attempts to eradicate Israel: the disunity among Arab states some totally against Israel like Iran and Syria, while others like Jordan and Egypt have reached an accommodation of sorts. Support of USA. [26]
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(iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, they always stick together. Level 2 Explanation of unity OR lack of unity, single factor given e.g. Unity
Once the state was established, it would appear that one thing all Israelis agreed upon was the defence and maintenance of the state. The Israelis have resisted assaults and defended their territory vigorously and efficiently throughout the period 19451994 against Arab states and from a variety of Palestinian and foreign sponsored terrorist groups. With evidence from both religious and political groups in Israel, it would appear that the right wing religious parties hold the Likud Party in check. They wish to make no compromise with Arabs/Palestinians. More radical and centre groups e.g. Labour Party have attempted to make deals and accommodations. There are exceptions e.g. Begin at Camp David. A very complicated question. [2]
Lack
Level 3 Explanation of unity OR lack of unity with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of unity AND lack of unity must be addressed.
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Level 2 Makes valid inference(s) unsupported from the source e.g. To try and improve their conditions and improve their lives etc. [34] Level 3 Supports valid inferences with reference to the source e.g. To improve their conditions which are constantly eroded by wage reductions; to achieve a fair days pay for a fair days work etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes The authorities were determined to prevent association, trumped up charges from inappropriate laws to seal conviction and punishment as a warning to others etc. Case showed that there were no appropriate laws against association, so authorities are attempting to intimidate; this intimidation does not appear to be working as Loveless is writing about it and exposing the conduct of the trial just 3 years later. [35] [0] [12]
No
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is from a resolution, the other is from an individual so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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Level 1 One mark for each valid aspect to a maximum of two e.g. Took over New Lanark mill near Glasgow in 1800. He showed it was possible to make a fortune in textiles without exploiting his workers. He paid good wages, gave good conditions of work and housing. No children under 10 to work: they went to his school instead. [12] (ii) Level 0 No evidence submitted or response does not address the question. [0]
Level 1 Identifies the case. An attempt to squash attempts to form associations. [12] Level 2 Describes the case. Award an extra mark for each valid aspect described in additional detail e.g. 1833 Magistrate determined to crush Dorchester labourers as a warning to others who might want to form unions. Charged under the 1797 Act which was clearly not intended for this purpose was introduced to prevent mutiny in the Navy. Sentenced to 7 years transportation. Outcry. Released and returned in 1838. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each explanation e.g. Fear that they would force up wages and bring ruination to businesses; thought that unions and their powers would bring revolution; unions would change the workers status and they would no longer be servile and know their proper place in the scheme of things etc. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. No, if you were poor, you stayed poor. Level 2 Explanation of benefit OR lack of benefit, single factor given e.g. Ben More jobs and often higher wages than in agriculture or the domestic system. Housing and shops often provided by the factories; chances of promotion or self employment later; the creation of wealth benefited the whole country and so all society benefited. Employers wealth increased out of all proportion to the workers; insecurity of jobs; harsh conditions (although a few workplace laws had been passed by 1850); growth in slum housing; dangers to health of factories and housing; no unions had survived as yet to plead the workers rights etc. [2] [0] [1]
Lack
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Depth Study H: The Impact of Western Imperialism in the Nineteenth Century 8 (a) (i) Level 0 No evidence submitted or response does not address the question. Level 1 Repeats material stated in the source, no inference made. [0] [12]
Level 2 Makes valid inference(s), unsupported by the source e.g. China is a lost cause with no hope of recovery etc. [34] Level 3 Supports valid inferences with reference to the source e.g. The poor government of China has left the country defenceless and with no control of its own future; it is a vacuum waiting for predators in military or commercial sense to break it apart and exploit it etc. [56] (ii) Level 0 No evidence submitted or response does not address the question. Level 1 Agrees OR disagrees, unsupported from the sources. Level 2 Agrees OR disagrees, supported from the sources e.g. Yes Source C seems to be a call on all citizens to start afresh and come to the aid of the country; Emperor will lead by example in resolve, abolition of past abuses, and problem solving etc. Source B accentuates the collapse of China; the size of the defeat against Japan which forced China to give much to Japan which it had been able to resist giving to other powers which had interests there. [35] [0] [12]
No
Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful Source A and B are British and Source C is Chinese so they could all be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A, B and C to show reliability. 6 marks for one source, 7 marks for more than one source. [67]
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Level 1 One mark for each valid defeat to a maximum of two e.g. Port Arthur, Weiheiwei, Pyongyang, Yalu River, Manchuria. [12] (ii) Level 0 No evidence submitted or response does not address the question. [0]
Level 1 Identifies consequences e.g. Impacts badly on Chinas standing in the world. [12] Level 2 Describes consequences. Award an extra mark for each consequence described in additional detail e.g. Loss of face, status and ranking in the world, but especially in the Far East; now vulnerable to attacks from other states local or international; had to cede territory to Japan a lesson to other states; weakened Imperial rule at home more challenges from warlords etc. [24] (iii) Level 0 No evidence submitted or response does not address the question. Level 1 Single reason. One for the reason, one for the explanation. [0] [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Weakness of the army; poor preparation, planning and leadership; weak direction and government; lack of outside help. Strength of Japan now a modernised military power since mid-nineteenth century; modern weapons; Japan building an industrial state. [26] (iv) Level 0 No evidence submitted or response does not address the question. Level 1 Simple assertions. Yes, they could be taken by any country. Level 2 Explanation of turning point OR not a turning point, single factor given e.g. Turn It made the West realise the weakness of China and the difficulties of maintaining a protected presence there. Other countries, including Japan, would now view China as vulnerable and a strong line could now be taken with it. See developments in early twentieth century GB allies with Japan; fall of the Manchu dynasty. Largely in the minds of the ruling class in China; refused to accept that she was now weak and a second-rate power; tried to maintain a strong face to other countries largely seen as arrogance etc. [2] [0] [1]
Not
Level 3 Explanation of turning point OR lack of turning point with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of turning point AND not a turning point must be addressed. [68]
CAMBRIDGE INTERNATIONAL EXAMINATIONS

s er om .c
MARK SCHEME for the October/November 2012 series
0470 HISTORY
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2012 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
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Depth Study A: Germany, 19181945 1 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Faced armed violence; sympathetic to lawbreakers; resentment against peacemaking; widespread antagonism etc. Level 3 Supports valid inferences with reference to the source e.g. Faced armed violence from Kapp Putsch; sympathy to lawbreakers with banned Freikorps members allowed to join Operation Consul, and right-wing papers saying patriotic Germans approved of the assassination of Walter Rathenau etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Spartacists in Berlin; government needed Freikorps; widespread Communist impact from Bavaria to the Ruhr; increase in vote by 1924 etc. some early socialist opposition; Eisners murder by right-wing; speedy defeats; scale of casualties; only attempted in the Ruhr; SPD maintained its vote etc. [12]
[34]
[56] [12]
No
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from a Briton and the other in from a Communist so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
Cambridge International Examinations 2012
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(b) (i) Level 1 One mark for each valid aspect to a maximum of two e.g. Refused to believe in the defeat until confirmed by Hindenburg and Ludendorff; initially refused to concede any powers; 1 October appointed Prince Max Imperial Chancellor; by the end of October he was a constitutional monarch; after Kiel Mutiny abdicated 9 November, and went to live in Holland etc. (ii) Level 1 Identifies aspects e.g. Head of State; Article 48, emergency powers. Level 2 Develops aspects e.g. Elected Head of State; Commander-in-Chief; he appointed the Chancellor; maintain public order; Article 48, emergency powers to suspend individual rights and take necessary measures by decree etc. (iii) Level 1 - Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Already strong inflationary pressures because of war debt; scale of reparations; French/Belgian invasion of the Ruhr; economic loss; passive resistance and government printing money to pay striking workers; lack of reserves; loss of confidence in the currency etc. (iv) Level 1 Simple assertions. Yes, wars bring change both social and political. Level 2 Explanation of change OR lack of change, single factor given e.g. Cha No longer a monarchy; Weimar imposed upon Germany; Versailles brought political protest and social unrest; Stresemann and the Golden Years; Germans more confident in latter years of the 1920s; seemed to have beaten off right and left wing parties; impact of hyperinflation on savings/different classes; trade unions developed; architecture/ literature/cinema/radio; Berlin and its night life; American influence etc. Still very conservative in the countryside; Stresemanns authority seemed like an old style ruler as did Article 48 powers; much disapproval of high life in Berlin and the loose morals; military; judicial and industrialists wanted no change etc. NB The question refers to social and political change only.
[12] [12]
[2 4] [12]
[26] [1]
Lack
[2]
Level 3 Explanation of change OR lack of change, with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of Change AND lack of change must be addressed.
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Depth Study B: Russia, 19051941 2 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Lenin had been ill; he had been outmanoeuvred but showed his authority again etc. Level 3 Supports valid inferences with reference to the source e.g. Lenin became exhausted at meetings because of his recent illness; Politburo members had tried to sneak votes past him in his absence; he re-asserted his authority by putting time limits on meetings etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Not deeply divided on issues; both industrialisers; not overly fond of peasants; disagreements less obvious than personality differences etc. Rivals over issues like industrialisation and peasants; Stalin was accused of stealing Trotskys policy over rapid industrialisation; rank and file saw there were differences but not large ones etc. [12]
[34]
[56] [12]
No
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One source is British, the other is from America, so both could be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
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(b) (i) Level 1 One mark for each valid aspect to a maximum of two e.g. Established as the newspaper of the Bolshevik Party with money from Gorky; Stalin a contributor; Bukharin was editor; Pravda means Truth etc. (ii) Level 1 Identifies Rebellion e.g. Rebellion by sailors who set up their own soviet. Level 2 Develops aspects of the Rebellion e.g. The Sailors in the Kronstadt naval base had been great supporters of the Bolsheviks in 1917; had become disenchanted with the results of War Communism; made demands, set up separate soviet; cruelly put down by troops led by Trotsky; helped influence Lenin to introduced the NEP etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Late convert from Mensheviks but outstanding achievements in negotiations at Brest-Litovsk and in the Civil War; brilliant speaker, he was the obvious choice to succeed; but he took things for granted, arrogant, not liked by fellow Bolsheviks; Stalin built support through position of Secretary-General of the Party; noone took Stalin seriously; no-one had Lenins nomination; Lenins funeral; Stalins role and speech at Lenins funeral etc. (iv) Level 1 - Simple assertions. Yes, he was the obvious leader. No, he was paranoid. Level 2 Explanation of security OR lack of security, single factor given e.g. Sec He was leader; he had outmanoeuvred all rivals; Trotsky in exile; Five Year Plans and collectivisation were over early problems; Cult of Personality working well; art and literature was communist/Stalin propaganda etc. Largely his own paranoia made him see rivals everywhere; death of Kirov meant that he began the Great Purge of Old Bolsheviks, the military, managers, experts and slackers; the very numbers purged show his lack of security etc.
[12] [12]
[24] [12]
[26] [1]
Lack
[2]
Level 3 Explanation of security OR lack of security with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of security AND lack of security must be addressed.
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Depth Study C: The USA, 19191941 3 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Most groups benefited; variable impact; middle class overspending; greedy; conspicuous consumption etc. Level 3 Supports valid inferences with reference to the source e.g. Owners and investors doing very well with properties; middle class fairly well off but unused to controlling spending; skilled workers better off with higher wages; unskilled have progressed least but life is a little less intolerable etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Reduced tax and National Debt; benefits to trade and investment; freed labour etc. Higher wages fuelled demand; confidence; large business more ethical etc. [35] [67] [12]
[34]
[56] [12]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from an American analyst and the other is from President Coolidge so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
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(b) (i) Level 1 One mark for each valid industry to a maximum of two e.g. Coal, iron, textiles, ship building etc. (ii) Level 1 Identifies problems e.g. overproduction; debt. Level 2 Develops problems e.g. Tariffs; competition from Canada especially in grain; overproduction; mechanisation; prices and incomes fell; debt and loss of farms etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each explanation e.g. Ford and production line assembly; economies of scale; prices falling with competition; demand increased; advertising; hire purchase; increased mobility of owners etc. (iv) Level 1 Simple assertions. Yes, more jobs. No, lacked rights. Level 2 Explanation of benefit OR lack of benefit, single factor given e.g. Ben Expansion of new industries created jobs; tariffs and trusts protected markets; could afford new consumer goods; some skilled workers had shorter hours etc. Wages not keeping pace with profits; no job protection; poor union organisation; unemployment remained high; new methods reduced the demand for labour; 42 per cent living below poverty line largely the unskilled; problems of older industries, agriculture, immigrants, the South etc.
[24] [12]
[26] [1]
Lack
[2]
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Depth Study D: China, 1945c.1990 4 (a) (i) Level 1 - Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. The troops went around in small groups; they were unfamiliar with the towns; they seemed nice people etc. Level 3 Supports valid inferences with reference to the source e.g. They were well-armed from a variety of sources; either Japanese weapons captured in battle or US rifles from deserting KMT troops; were polite with bows and smiles; unfamiliar with the area and had to ask for directions etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No KMT much better armed and equipped; KMT had the larger army; assistance from USA to transport troops to northern China etc. Red Army got to Manchuria first; did it without the help of fellow communists in USSR; Red Army still felt it could win as manoeuvring and fighting had already started etc. [12]
[34]
[56] [1 2]
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from a German and the other is from a Chinese person, so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [ 2] [35]
[67]
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(b) (i) Level 1 One mark for each valid aspect to a maximum of two e.g. Retreated with Nationalist supporters to Taiwan; an island off the coast of mainland China; always a threat to communist China because of its position; threats, alternative systems and support from USA etc. (ii) Level 1 Identifies working e.g. Courts where landlords were brought. Level 2 Develops working e.g. Courts where landlords were brought to receive allegations and both verbal and physical abuse for actions against the peasants over many years; land confiscated; landlords often executed etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. USA hostile to communists; already had a problem with communist USSR and if China became communist it would threaten the whole Asian continent, where the USA had interests; fundamental rejection of anything that smelled of communism; had already invested much in keeping China nationalist and pliable, so must continue to invest etc. (iv) Level 1 Simple assertions. No, the Communists definitely won it for themselves. Level 2 Explanation of KMT weakness OR other factors, single factor given e.g. KMT Exhausted fighting Japanese since 1931; despite much aid and support from USA, the KMT leadership, strategy and discipline were poor; KMT unpopular with peasants; many desertions with weapons etc. Impact of long civil war and the war against Japan; efficiency, discipline and drive of CCP army and leadership; land issues; Chinese people largely wanted peace and did not mind which side delivered it etc.
[1 2] [1 2]
[24] [12]
[26] [1]
Other
[2]
Level 3 Explanation of KMT weakness OR other factors with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of KMT weakness AND other factors must be addressed.
[68]
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Depth Study E: Southern Africa in the Twentieth Century 5 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Divided; urgent problems; some wishing to avoid apartheid; representation of blacks etc. Level 3 Supports valid inferences with reference to the source e.g. Dangerous situation brewing because of propaganda and actions; urgent action required for a more just solution; separation would undermine all races and the country as a whole; co-operation vital; an experienced white Senator etc (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes National Party had won voter support on a clear statement of its aim; Afrikaner dominance in government would give support; nothing new; most policies favoured segregation; ruthless intention gave confidence to supporters etc. Narrow majority; Afrikaners only 12 per cent of the population; implies division among whites United Party and British; scale of the task etc. [12]
[34]
[56] [12]
No
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from a white South African and the other is British so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both
[ 1] [2] [35]
[67]
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(b) (i) Level 1 One mark for each valid group to a maximum of two e.g. Hertzogs Afrikaner Party; Malans National Party; Pirows New Order Party; Broederbond; Ox-wagon Sentinel (Ossewabrandwag); pro-Nazis; republicans; Communists (till 1941). (ii) Level 1 Identifies aspects e.g. It increased membership; Youth League set up. Level 2 Develops aspects e.g. Xuma president. 1940-49 revived it; national executive stronger; 1943 new constitution, reduced power of chiefs; active recruitment, published Africans claims; Youth League founded in 1944 by Lembede, Sisulu, Mandela, Tambo etc; support for Pan-Africanism; cooperation with NRC for anti-pass law campaign etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. By 1945 it was producing 50 per cent of Allies small arms/ ammunition; naval ship repairs; ports expanded as Suez/Med too dangerous; Britain carried most of the cost of SA military; SA government domestic investment increased; demand for gold; lack of imports stimulated domestic production; cheap labour etc. (iv) Level 1 Simple assertions. Yes, racial classification. No, continuation of earlier policies. Level 2 Explanation of change OR lack of change, single factor given e.g. Cha It designated the racial group of every citizen; mixed marriages ended; 1953 segregated every aspect of facilities; forced removals, restricted blacks/coloureds town areas; black strikes prohibited; Bantu Education Act; suppression of communism; reactivated ANC; Treason Trials etc. Reserves/townships/Pass Laws already existed; white dominance; power of chiefs; opposition failed Defiance Campaign/Freedom Charter; Afrikaner control tightened Strijdom, Verwoerd; 1955 election etc.
[12] [12]
[24] [12]
[26] [1]
Lack
[2]
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Depth Study F: Israelis and Palestinians, 1945c.1994 6 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Decided to act from previous experience; outcome not always popular etc. Level 3 Supports valid inference with reference to the source e.g. Eden decided that this dictator would not be appeased; Britain had French and Israeli support; unpopular in British Commonwealth and among Britains friends as well etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Dishonoured commercial agreements; many people in the audience would have agreed as a dictator must not be appeased; accepts that there is a chance he could attack neighbours and close the Canal etc. Had broken no treaties; does not rule by terror; got rid of corruption at home; land reform: had not turned on his neighbours and closed the Canal etc [12] [34]
[56] [12]
No
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is a British history book, the other is from a British newspaper, so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
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(b) (i) Level 1 One mark for each valid aspect to a maximum of two e.g. Secret plan between Britain, France and Israel for Israel to attack Egypt and advance on the Canal; Britain and France to demand that both sides withdraw 16km from the Canal; Britain knew Nasser would not comply so could invade under the pretext of taking police action and, thus, secure the Canal Zone. (ii) Level 1 Identifies roles e.g. both were angry and threatened action. Level 2 Develops roles e.g. USSR threatened Britain with a missile attack probably bluff and bluster to cover its own invasion of Hungary; USA stopped oil for Britain from its only available source in Latin America the pound sterling collapsed etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Resented the foreign ownership of the Canal which had been dug using Egyptian labour with many lives lost; felt that Egypt should have more control of and revenue from the Canal; had received promises from USA, Britain and World Bank in December 1955 to finance the Aswan Dam; May 1956 Nasser recognised Communist China; July, West withdrew the offer of aid, hoping Nasser would fall; 26 July, Nasser announced his intention of nationalising the Canal as he would receive more revenue from tolls than from Western aid etc. (iv) Level 1 Simple assertions. No, he lost money as he sank ships in the Canal. Level 2 Explanation of triumph OR lack of triumph, single factor given e.g. Triu Had humiliated Britain and France whose influence in the Arab world would be much diminished; his current backer, the USSR, became the sponsor to many Arab states; Nasser was stronger and more popular than ever; Israel gave back gains in Sinai in 1957; Nasser could claim that Israel had only won the military campaign as it had Britain and France to help it etc. The Canal was closed with sunken ships; much of Egypts Czech arms had been captured; Israel knew it could defeat Arab armies; nothing had changed in the domestic area of Egyptian politics when popularity subsided, criticism would grow again etc.
[12] [12]
[24] [12]
[26] [1]
Lack
[2]
Level 3 Explanation of triumph OR lack of triumph with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief) [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of triumph AND lack of triumph must be addressed.
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Depth Study G: The Creation of Modern Industrial Society 7 (a) (i) Level 1 Repeats material seen in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. The demand and use for steel gets greater and greater; the whole industry must be flourishing, providing jobs and creating wealth etc. Level 3 Supports valid inferences with reference to the source e.g. Demand and production of steel is climbing at a huge rate; production in 1913 is about twenty-five times as great as in 1870, in 1900 it was three times that of 1880; so there must be huge demand for steel in so many areas of construction etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Converter rendered wholly unfit for the envisaged process as there was too much phosphorus in the iron ore; failure had paralysed his energies; the press insulted him as a wild enthusiast etc. The concept of the process was fine but the iron ore spoilt it; in conception it would have produced huge masses of iron ready to be treated; if the phosphorus in the ore could be overcome he would have his crowning success; he is writing his autobiography so somebody wants to read about his Converter and his success etc. [12]
[34]
[56] [12]
No
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is a graph and the other is from Sir Henry Bessemer so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
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(b) (i) Level 1 One mark for a valid example for each half of the question e.g. (i) Sheffield; (ii) Yorkshire, Durham, Newcastle areas. NB. Question asks for English examples. (ii) Level 1 Identifies problems e.g. Underground, difficult to get at. Level 2 Develops problems e.g. Drainage, flooding, ventilation, explosions gases e.g. fire damp; depth of mines, raising coal from the pit; transportation away from the pithead etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Demands of growing industry for machinery and tools; expansion of the use of steam in factories and railways engines and rails; improved technology meant the development of steamships and naval vessels driven by screw mechanisms; quality ever improving as problems of production were solved; mass production reduced the cost; domestic utensils etc. (iv) Level 1 Simple assertions. No, both about the same. Level 2 Explanation of iron and steel OR coal, single factor given e.g. I&S Without iron and steel industries there would not have been growth in machinery or the railways as both were major drivers of industrial expansion; there would have been slower transportation of goods, raw materials, food and people etc. Coal was the driving force behind increased production in iron and steel and for the steam industries; railways and steamships would have been severely restricted; domestic heating would have been badly hit. NB They are interdependent for growth reward candidates who see this.
[12] [12]
[24] [12]
[26] [1]
Coal
[2]
Level 3 Explanation of iron and steel OR coal with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of iron and steel AND coal must be addressed.
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Depth Study H: The Impact of Western Imperialism in the Twentieth Century 8 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Admired and envied; good role model of ruling; inspires imitation etc. Level 3 Supports valid inferences with reference to the source e.g. Growing empire with increasing colonial possessions; role model imperialist as governs well; inspires German rivalry etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Gave protection to both weak and strong; all else consolidates their conquests and victories etc. Justice and prudence; interest in material comfort; respect for local customs and religious beliefs inspires loyalty and acceptance of British rule etc. [12] [34]
[56] [12]
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One source is from a Frenchman, and the other is from a German so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
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(b) (i) Level 1 One mark for each valid example to a maximum of two e.g. Namibia (German South-West Africa), German East Africa, Togoland, Cameroon (accept German spelling with K). (ii) Level 1 Identifies motives e.g. Gain and reward etc. Level 2 Develops motives e.g. A ready market for goods produced by the imperial and industrial nation; a source of cheap raw materials; a source of cheap labour for whatever industries established locally, a source of labour for other imperial tasks e.g. Indians used in South Africa; source of cheap and numerous troops to defend the empire and the imperialists interests etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Wanted the prestige and recognition as a world power, not just a European one; envied earlier empire; a place in the sun; believed economic advantages would accrue; a means of celebrating the union of German states through acquisition of territory; to prove Germany, as a state, had arrived etc. (iv) Level 1 Simple assertions. Yes, they took land and material and made fortunes. Level 2 Explanation of European benefit OR other factors, single reason given e.g. Euro Gained empires, raw materials, markets; individual fortunes in South Africa and India; some altruistic missionaries, explorers gained if they achieved their missions; traders; government officials improved government and gained reputations Lugard; countries increased prestige etc. Native populations gained from law and order; justice; medicine and education, missionary work etc. but not always in these fields. Loss of local political organisation; break up of tribal groupings; interference in local customs and religions; ALSO not all European governments made great successes of empires; individual traders, missionaries, explorers met sad ends etc.
[12] [12]
[24] [12]
[26] [1]
Other
[2]
Level 3 Explanation of European benefit OR other factors with multiple factors given. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of European benefit AND other factors must be addressed.
[68]

s er om .c
0470 HISTORY
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Depth Study A: Germany, 1918-1945 1 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Members were regulated and controlled; indoctrinated; military training aspects etc. Level 3 Supports valid inferences with reference to the source e.g. All very planned with Handbook, Motto of the Day, Community Hour; military aspect with fighters; indoctrination re Versailles and the dead of 1914-1918 etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Police, newspapers; dismissal; secret courts; Gestapo; treatment of customers of Jewish shops etc. Hitler youth not compulsory; freedom of thought; escape was possible; Gestapo inefficient etc. [35] [67] [12]
[34]
[56] [12]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is an official Nazi document, the other is a refugee so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers which cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
Page 3
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(b) (i) Level 1 One mark for each valid aspect to a maximum of two e.g. Introduced by Schacht to overcome balance of payment crisis of 1934; importers to seek clearance from ministry; priority given to re-armament materials; to create autarky etc. (ii) Level 1 Identifies projects e.g. autobahns, land improvements. Level 2 Develops projects e.g. Housing; public buildings project; land improvement, canals, railways, autobahns; secret re-armament; Reich Food Estate central boards to buy produce and distribute; guaranteed farmers markets and prices etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Goering Four-Year Plan guns and butter overrode Schachts caution; re-armament too slow for Hitler; self-sufficiency; confidence after Rhineland; to secure control over workers; cooperation of industrialists; war economy etc. (iv) Level 1 Simple assertions. It made little difference at first. Level 2 Explanation of change OR lack of change, single factor given e.g. Chan Conscription age lowered; women to work; early victories increased confidence; conquered territories and labour improved economy; rationing from 1939; amounts diminished later; more difficult after 1942; shortages; even tighter security/censorship; allied bombing and invasion; Final Solution etc. Economic/social/political controls well-established before 1939; very little opposition; dictatorship/police state endured as before the war etc.
[12] [12]
[24] [12]
[26] [1]
Lack
[2]
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Depth Study B: Russia, 1905-1941 2 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Dangerous; cold; illness a constant hazard; waste etc. Level 3 Supports valid inferences with reference to the source e.g. Everything is grinding to a halt because of the Whites defeat; cold, snow, illness like typhus, and robbers make life dangerous; not enough people to look after the grain etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Join the army of the enemy and you commit a serious crime; those who do not lay down their arms will be shot; property to be confiscated; word of Soviet power is firm; punishment is severe etc. Full pardon for those who defect to Soviet side; confiscated property will be distributed to Red Army or dependants of fallen soldiers; understands duress etc. [12] [34]
[56] [12]
No
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from a Russian novel, the other is from a Bolshevik proclamation so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
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(b) (i) Level 1 One mark for each valid aspect to a maximum of two e.g. Activities of Lenins Cheka; enforcers and torturers, executioners; to defend Bolshevik revolution during the Civil War; accept detail of grain requisitioning etc (ii) Level 1 Identifies War Communism e.g. Harsh regime to acquire grain to feed army and workers. Level 2 Develops War Communism e.g. Industry and workers under government control; production must meet government needs; workers to be directed to work; food rationing; soldiers and Cheka to force peasants to hand over grain to feed army and workers; peasants and workers not enthusiastic; famine etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Leading figure in the revolution and strategic skills gave him authority; endless work; travelled backwards and forwards to raise morale and determination of the troops; ruthless discipline; use of old Tsarist officers; close friend of Lenin; inspirational character and speeches etc. (iv) Level 1 Simple assertions. Yes, it made some people happy. Level 2 Explanation of failure OR success, single factor given e.g. Succ Encouraged peasants to sell surplus grain so had reason to work; kulaks rented more land; harvest of 1922 was 22m tonnes and 1923 was 73m tonnes of grain; threat of more famine disappearing; small factories opened; more food and goods available; Nepmen etc. Seemed to be a return to capitalism; system based on self-interest where the rich made money out if the poor; gave more consumer goods but did nothing to increase production at steel works, power stations or engineering factories etc.
[12] [12]
[24] [12]
[26] [1]
Fail
[2]
Level 3 Explanation of failure OR success with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB- Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of failure AND success must be addressed.
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Depth Study C: The USA, 1919-1941 3 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Segregation legal; long-standing hostility of whites towards other racial groups; white supremacist feel to laws; anti-intermarriage etc. Level 3 Supports valid inferences with reference to the source e.g. Separate entrances and restaurants show segregation entrenched; no sharing of educational facilities further defines the society as racist; one-eighth negro blood enough to debar marriage etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Set up UNIA to promote pride in African ancestry; wanted to establish a country and government of their own; sufficient confidence in Garvey for a million members and a shipping line to repatriate AfricanAmericans; encouraged to set up own businesses etc. His contact and comments with Ku Klux Klan ill-judged and would be bound to undermine support for him from African Americans; calls to the American government to have Garvey sent to prison etc. [12]
[34]
[56] [12]
No
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from state laws in the USA, and the other is from a black historian so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
Page 7
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(b) (i) Level 1 One mark for each valid aspect to maximum of two e.g. National Association for the Advancement of Coloured People, founded in 1909 by Dubois. By 1919 had 90 000 members; campaigned to end racial segregation laws and end lynching not as radical as UNIA etc. [12] (ii) Level 1 Identifies aspects e.g. Set quotas, mainly against Asians, Europeans, undesirables etc. Level 2 Develops aspects e.g. Four Acts, mainly to limit immigration from Southern and Eastern Europe; quotas set at: 1921 Act limit at 350 000; 1927 quota set at 2 per cent of existing numbers from each original country; 1929 down to 150 000; most Asians already excluded made total by 1924 Act; undesirable categories on social, medical and political grounds etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Seen as an inferior race; long-standing in Southern states; migration north meant they competed for jobs/housing with poor and immigrants there; had little voice or protection from law/politics/police etc. (iv) Level 1 Simple assertions. Yes, they were certainly better off than black Americans. Level 2 Explanation of increases for white Americans OR lack of increase, single factor given e.g. Incr Range of jobs; rising wages; women vote and social freedoms; leisure cinema/radio etc; travel; low taxation for wealthy; laissezfaire etc. Relative positions of poor and minorities did not change; anti-trade unionism/socialism; no welfare support; Prohibition; social and religious prejudices continued; rural opportunities decreased etc. [12]
[24] [12]
[26] [1]
Lack
[2]
Level 3 Explanation of increases for white Americans OR lack of increase with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of increases for white Americans AND lack of increase must be addressed.
[68]
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Depth Study D: China, 1945-c.1990 4 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. The Great Leap Forward was not only important to Mao; it was important to the whole Chinese nation etc. Level 3 Supports valid inferences with reference to the source e.g. Because the Chinese people were so aggrieved at the treatment received from the West in the past, it was important for the economy and the pride of the people to catch up with Britain in 15 years etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes Boosted enthusiasm; keen to show the world they could make it on their own; wanted to believe in miracles; Mao provided the inspiration, they would provide the labour etc. Fantastic goals; motivated as a kind of revenge for past insult and treatment; hope overrode caution, ignorance and enthusiasm for the task triumphed over reason etc. [12]
[34]
[56] [12]
No
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from a Briton and the other is from a Chinese person, so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
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(b) (i) Level 1 One mark for each valid aspect to a maximum of two e.g. In communes and work places, backyard furnaces were supposed to be maintained to produce metal; part of Maos attempt to get away from the large-scale production, and create a Chinese way; much good metal was melted down; poor quality metal produced etc. (ii) Level 1 Identifies improvements e.g. Laws to achieve equal status for women. Level 2 Develops improvements e.g. 1950, Marriage Law abolished child marriage, infanticide, bigamy, and other marital inequalities; maternity benefits and many women achieved equal pay; Women hold up half the sky; inequalities still seen, especially in rural areas etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Badly planned; Maos intransigence and unwillingness to listen to criticism; over enthusiasm of Party cadres and peasants who claimed impossible production figures; peasants taken from agriculture to build canals; Four Pests campaign killed needed sparrows; terrible weather which all developed into famine with millions dying etc. (iv) Level 1 Simple assertions. Yes, life was much better in 1958 Level 2 Explanation of solution OR lack of solution, single factor given e.g. Sol The main problem of landlordism had been addressed, but by 1958 still experimenting with the format of agricultural life and organisation; some reconstruction of industry; currency more stable; inequalities addressed; education improved; medical care better; working conditions and welfare; still had aid from USSR etc. All areas needed further development, especially industry; rivalry with USSR coming gently to the boil; Taiwan still a dangerous problem; state machinery was a monolith and slow to react; human rights not addressed; Party in control etc.
[12] [12]
[24] [12]
[26] [1]
Non
[2]
Level 3 Explanation of solution OR lack of solution with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of solution AND lack of solution must be addressed.
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Depth Study E: Southern Africa in the Twentieth Century 5 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Important issue; poor relations between British and Boers; blacks badly treated; some unity between whites against the blacks; Milner was worried etc. Level 3 Supports valid inferences with reference to the source e.g. Milner was worried about the situation in South Africa and wanted to restore agreement; felt that to keep the promise to protect the Natives from wrong would result in the defection of the Dutch, and possibly some of the English etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Equality in the Cape; some blacks could vote in Natal. Variation between areas; whites only and becoming even more restrictive in the Transvaal; no chance for blacks in the Orange Free State; no women voters etc. [12]
[34]
[56] [12]
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from the British High Commissioner and the other is from a recent history book, so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1]
[2] [35]
[67]
Page 11
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(b) (i) Level 1 One mark for each valid area to a maximum of two e.g. Eastern Cape; Basutoland (Lesotho); Zululand; Bechuanaland; China; allow India. (ii) Level 1 Identifies treatment e.g. Paid less than whites; lived in compounds. Level 2 Develops treatment e.g. No trade union; overcrowded compounds, surrounded by barbed wire, guard dogs; strip-searched at the end of shifts; fixed contracts when ended 10 guarded nude days etc. (Iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Suzerainty; Boer intransigence; British imperialism; control of wealth; Jameson Raid; influence of Kruger/Milner/Rhodes/ Chamberlain; Germany; railways etc. (iv) Level 1 Simple assertions. Yes, British won. No, Act of Union favoured Boers. Level 2 Explanation of change OR lack of change, single factor given e.g. Cha Britain had secured victory; Kruger exiled; Boer army leaders Botha, Smuts became major politicians after 1902; concentration camps increased Boer nationalism; weakened Britain internationally; English teaching compulsory; Milner policies e.g. Chinese workers increased etc. No economic change for blacks; some aspects worsened despite British Vereeniging promises and black delegates trip to London in 1909, failed to extend or even save Cape voting rights in the Act of Union; Transvaal and Orange Free State had extensive local autonomy etc.
[24] [12]
[26] [1]
Lack
[2]
Page 12
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Depth Study F: Israelis and Palestinians, 1945-c.1994 6 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. They were overcrowded and the conditions of life were grim in so many ways etc. Level 3 Supports valid inferences with reference to the source e.g. Although moved from rotting tents into buildings, life was not really improved, with little dignity or privacy; cooking and washing in public lowered self-esteem; overcrowded as parents could find nowhere to lie down etc. ` (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Tried to explain that the main damage came about because of the 1948-9 war; willing to consider the idea of compensation etc. Determined to build houses for Israeli citizens; conditions of compensation to be affected by spurious deductions for the boycott of Israeli goods and heavy military budget etc. [12] [34]
[56] [12]
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from a British writer and the other is from a British historian so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
Page 13
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(b) (i) Level 1 One mark for each valid aspect to a maximum of two e.g. 9 April 1948, a force of Irgun, Stern Gang and Haganah (embryonic Israeli army) attacked the Palestinian village of Deir Yassin; 154 men, women and children killed, bodies mutilated; the beginning of frightening Arabs out of Palestine etc. (ii) Level 1 Identifies events e.g. Israeli athletes held hostage and later murdered. Level 2 Develops events e.g. Members of Black September took Israeli athletes hostage in the Olympic village in Munich; demanded the release of 200 Palestinian prisoners in Israel; Israeli government refused to talk; German authorities played for time; agreement that all could fly to Cairo; no crew for flight so shoot out in which 9 hostages were blown up and some Palestinians died; 3 days later an air raid on Syria and Lebanon killed 500 etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Fear of fighting in 1948-9 war; fear after Deir Yassin; some saw it easier to sell some of their property to finance a move from Palestine (those agreements are now claimed by Israel to show Palestinians sold their property and it is now rightfully Israeli land); some did not want to share an area of mixed ethnic and religious practices; felt that upon the establishment of the state of Israel they would receive no justice, understanding or peace; they felt it was their land which the Jews had occupied etc. (iv) Level 1 Simple assertions. No, the UNO has not been helpful. Level 2 Explanation of aid OR political action, single factor given e.g. Aid Has managed to help refugees with food, water, education and supervision of the camps through UNWRA; constant revision and airing of opinions e.g. Arafat allowed to address UNO; provision of peace keeping forces to keep combatants apart etc. UNO has passed many resolutions between 1945 and 1994 trying to resolve the problems; Palestinian problem not resolved by 1994, and UNO, Arab states and Israel must accept some responsibility for this; camps and injustice sparked Arab nationalist groups, terrorism and deaths; UNO finds it difficult to demand fairness in the face of terrorist atrocities; passing resolutions but states only abide by them if it suits their agendas; UNO largely ineffective to 1980s because of superpower interests in the region etc.
[12] [12]
[24] [12]
[26] [1]
Pol
[2]
Page 14
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Level 3 Explanation of aid OR political action with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of aid AND political action must be addressed.
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Depth Study G: The Creation of Modern Industrial Society 7 (a) (i) Level 1 Repeats material seen in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. It seems to involve many people; it needs transport for surface movement of coal and also for miners to go down the mines etc. Level 3 Supports valid inferences with reference to the source e.g. The chimney and the winding gear indicate that steam power is used to lower and lift miners, and lift coal to the surface; people intensive but this is at a disaster; surface transport of coal in open trucks on rail etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes There were purpose built houses for the miners; three types of housing available; current mine owners are trying to improve the housing stock etc. Insanitary; built before sanitation was thought appropriate for the working class; built with economies of space, labour and materials in mind etc. [12]
[34]
[56] [12]
No
[35] [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is an artists impression, the other is from a history book so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
Page 16
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(b) (i) Level 1 One mark for each valid aspect of description to a maximum of two e.g. Davy Lamp change of flame to warn of gas, made mining safer for those below ground; ventilation; pumping equipment to get rid of water etc. (ii) Level 1 Identifies types of work e.g. Underground; above ground. Level 2 Develops types of work e.g. Coal face digging; pit proppers; trappers; transporters to the surface; sorters at the surface; transporters from pit head to wherever etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons e.g. Demand rose greatly for both steam power used in factories but also for railways; transport by rail encouraged the use of coal in domestic heating; Steamships, iron and steel made technological improvement to make the use of coal appropriate for those industries; development in mining made coal cheaper and available in large amount which made it attractive etc. (iv) Level 1 Simple assertions. Yes, it gave people jobs. Level 2 Explanation of improvement OR lack of improvement, single factor given e.g. Imp More work available as the revolution progressed; regular work and wages; development of communities with factory/industry housing; cheaper goods; fresh food available by railway; mobility etc. No welfare if out of work; dangerous working conditions; poor housing conditions meant diseases spread through poor sanitation, overcrowding, poor water supply; lack of legislation in early nineteenth century to protect workers and protect public health etc.
[12] [12]
[24] [12]
[26] [1]
Lack
[2]
Level 3 Explanation of improvement OR lack of improvement with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of improvement AND lack of improvement must be addressed.
[68]
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Depth Study H: The Impact of Western Imperialism in the Nineteenth Century 8 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. Some imperialists go into it with good intentions, while others, with bad intentions, wreck its true intentions etc. Level 3 Supports valid inferences with reference to the source e.g. Some true imperialists with philanthropic and altruistic motives promise much to the conquered by way of hope and achievement; other self-centred exploiters of imperialism hurt the conquered by their greed and exploitation etc. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes British imperialism was a strange mix of heroism, religious zeal and dedication, used as motivating factors; need to serve and bring benefit to the oppressed and the hungry etc. Racist; believed imperialists were superior to the conquered; an eye to make a quick profit by exploiting other human beings etc. [35] [67] [12]
[34]
[56] [12]
No
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not specify what information. Level 2 Useful/not useful One is from a British journalist and the other is from a British history book so they could both be biased/unreliable. Level 3 Choice made on the nature or amount of information given. Must specify what information. Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both.
[1] [2] [35]
[67]
Page 18
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(b) (i) Level 1 One mark for each valid country to a maximum of two e.g. France, Germany, Belgium, Italy. (ii) Level 1 Identifies aims e.g. To convert; to improve. Level 2 Develops aims e.g. To convert to Christianity to save their souls from hell; to enlighten by teaching and using Western conventions and practices; to improve the delivery of justice; to improve health prospects; to change savage customs etc. (iii) Level 1 Single reason. One for the reason, one for the explanation. Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Industrial and economic strength; military strength based on a huge navy; already had convenient and strategic footholds throughout the world; enthusiasm, zeal, determination; tradition of colonising; absence of opposition from Europe or locally for most of the time etc. (iv) Level 1 Simple assertions. Yes, some served. No, some exploited. Level 2 Explanation of good OR other motives, single factor given e.g. Good Wanted to save; bring education; justice; stamp out barbaric customs; end slavery and the slave trade; to civilise and develop; save them for the Christian God; White Mans Burden etc. Always had an agenda of increasing the Mother Countrys wealth, increasing trade, acquiring cheap resources of raw materials and cheap labour; selfish motives of fame for discovery, prestige for acquisitions, get into Gods good books for converting heathens; interference in local systems and practices; brought European diseases etc.
[24] [12]
[26] [1]
Other
[2]
Level 3 Explanation of good OR other motives with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of good AND other motives must be addressed.

s er om .c
0470 HISTORY
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Depth Study A: Germany, 19181945 1 (a) (i) Level 1 Repeats material stated in the source, no inference made. [12]
Level 2 Makes valid inferences, unsupported from the source. e.g. to win workingclass support; nationalistic; anti-democracy; communist. [34] Level 3 Supports valid inferences, with reference to the source, e.g. right of work/homes; Germany for the Germans; tolerate it no longer; demand end of exploitation. [56] (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Middle-class/business/rural support; finance improving; organisation. Still had finance problems; attempted catch-all message; failure with urban workers; no Reichstag match for left-wing parties. [35] [67] [1] [12]
Level 3 Agrees AND disagrees, supported from source. Addresses the issue of How far. (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/ gives more information, but does not state what information.
Level 2 Useful/not useful A propaganda B British so they could be biased/unreliable.[2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35]
Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of the source(s) in context. Include at this level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 for both sources. [67] (b) (i) Level 1 One mark for each aspect to a maximum of two e.g. Parties to have seats in Reichstag and in local governments in direct proportion to electorate vote; part of Weimar Constitution. (ii) Level 1 Identifies aspects e.g. disapproved; decadent; foreign. [12]
Level 2 Develops aspects e.g. anti-Semitism/modernism/black American influence /womens freedom; saw and exploited potential in radio, cinema, newspaper developments. [24] (iii) Level 1 Single reason. One for the reason, one for the explanation. [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Aryan superiority; long-established; Church attitude; Jews blamed for all German problems; constant Nazi propaganda etc. [26]
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(iv) Level 1 Simple assertions. Yes, anti-capitalist. No, the Depression Level 2 Explanation of fear OR other factors, single factor given e.g. Fear
Communist vote had held up throughout; increase in seats; middleclass/industrialist/Army fears; communism linked to Russian/Jewish influence; Reichstag Fire. Economic problems; weaknesses of other parties; Emergency government; Nazi organisation; propaganda/promises; role of SA; banning of KPD etc. before 1933 election, 12% still voted for KPD. [2]
Other
Level 3 Explanation of fear of communism OR other factors, with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of fear AND other factors must be addressed.
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Depth Study B: Russia, 19051941 2 (a) (i) Level 1 Repeats material stated in source, no inference made. [12]
Level 2 Makes valid inferences, unsupported from the source e.g. workers are being treated and living very badly. [34] Level 3 Supports valid inferences with reference to the source e.g. Workers intimidated by fines, beatings; money in short supply because wages and rent allowances are taken away. [56] (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Nobility cheered the Tsar, all had turned up; Tsar said deputies were the best people of his Empire etc. Nobility cheering orchestrated; deputies silent; mutual hostility; Insult to deputies to continue autocracy with unwavering firmness; Insincerity in comments, etc. [12]
[35] issue of [67]
Level 3 Agrees AND disagrees, supported from the source. Addresses the How far?
(iii) Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information but does not state what information. [1] Level 2 Useful/not useful One is from Stalin and the other is from a Duma deputy so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must state what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
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(b) (i) Level 1 One mark for each aspect to a maximum of two e.g. leader of the peaceful march of protest and Petition presenter on Bloody Sunday, 1905, etc. [12] (ii) Level 1 Identifies impact, e.g. loss of two fleets and national shame etc. [12]
Level 2 Deveopls aspects e.g. loss of fleets and army defeat at Mukden brought shame and discontent; economy damaged as railways used to keep the army supplied so shortages of food for people and lack of raw materials for industry; undermined the population etc. [24] (iii) Level 1 Single reason. One for the reason, one for the explanation. [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Concessions in October Manifesto of slightly more freedom and promise of a representative Duma ended middle class opposition; retained the support of the nobility, Okhrana and army; peace with Japan; waited until troops returned from Far East to put down rebels and begin to break his promises, etc. [26] (iv) Level 1 Simple assertions - e.g. Yes, people ready to fight for him when the war started; no, still some opposition. Level 2 Explanation of restoration OR failure, single factor given e.g. Rest Stolypins reforms appeared to satisfy the peasants and industrial workers; Actions to weaken Duma; Stolypins necktie and Okhrana control; belief in Divine Right continued; no revolutions in 1905-14 period, critics exiled, etc. Reforms insufficient; underlying discontent awaiting lighting of the touch paper; occasional disturbances in the regions; beginning of Rasputins antics; Stolypin assassinated in 1911 Tsar implicated?; toleration of status quo rather than enthusiasm, etc. [2] [1]
Fail
Level 3 Explanation of restoration OR failure with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of restoration AND failure must be addressed.
Page 6
Syllabus 0470
Paper 43
Depth Study C: The USA, 19191941 3 (a) (i) Level 1 Repeats material stated in the source, no inference made. [12]
Level 2 Makes valid inferences unsupported from the source. e.g. in crisis; bankers were to blame; they had no solution to the problems; could lead to disaster; important to government. [34] Level 3 Supports valid inferences with reference to the source. e.g. failure of credit; unscrupulous; stand accused; false leadership; no vision, the people perish; FDR choice of words. [56] (ii) Level 1 Agrees OR disagrees unsupported from the source. Level 2 Agrees OR disagrees, supported from the source. e.g. Yes No Federal government taking over from states; control of banking; range of social welfare; powers of the President. Nothing changed for women and minorities; Banking Act a compromise; bankers still strong; only some co-operation with states. [35] [12]
Level 3 Agrees AND disagrees, supported from source. Addresses the issue of How far?. [67] (iii) Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not state what information. [1] Level 2 Useful/not useful A from a politicians speech; B a later view, so they could both be biased/unreliable. [2]
Level 3 Choice made on the nature or amount of information given. Must state what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be based on valid evaluation of the sources in context. Include at this level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 for both. [67]
Page 7
Syllabus 0470
Paper 43
(b) (i) Level 1 One for each aspect to a maximum of two e.g. Federal Emergency Relief Agency; $500 million to provide soup kitchens, blankets, nursery schools, short-term employment; add to states relief organisations, etc. [12] (ii) Level 1 Identifies aspects e.g. built schools, roads, airports, hospitals, dams; electrified railways; Golden Gate; provided work for millions. [12] Level 2 Develops aspects e.g. set up 1933 as part of NIRA; spent over $6 billion priming the pump in co-operative projects with private firms improving infrastructure; aided blacks & native Americans; headed by H. Ickes, who was strongly anti-corruption. [24] (iii) Level 1 Single reason. One for the reason, one for the explanation. [12]
Level 2 Multiple reasons. One for each reason, one for each explained. e.g. Hoover legacy; FDR election promises; Congress support; urgency of banking crisis; 14 million unemployed - 25% of workers; relief desperately needed. [26] (iv) Level 1 Simple assertions. e.g. Yes, names one relevant agency; no, another area/group did better. [1] Level 2 Explanation of benefit most OR lack of benefit most, single factor given e.g. Ben Lack OR Effect of one relevant agency AAA, 50% increase farm income by 1936; TVA; CCC; PWA; RA/FSA; modernisation. Shortcomings of one agency re. agriculture; labourer unemployment. a greater benefit elsewhere e.g. Wagner Act; Social Security Act. [2]
Level 3 Explanation of benefit most OR lack of benefit most/benefit elsewhere with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions of BOTH sides of the argument (annotate BBB balanced but brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of benefit most AND lack of benefit/benefit elsewhere must be addressed. [68]
Page 8
Syllabus 0470
Paper 43
Depth Study D: China, 1945c.1990 4 (a) (i) Level 1 Repeats material stated in the source, no inference made. [12]
Level 2 Makes valid inferences, unsupported from the source, e.g. had re-organised the country and made it a safer and more organised place to live etc. [34] Level 3 Supports valid inferences with reference to the source e.g. rid the country of bandits; re-established infrastructure of railways and dykes; rid the country of corrupt officials; established financial and economic stability by stable currency and an acceptable and working tax system, etc. [56] (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Happiness; second half of the year criticism diminished; good harvest and successful collectivisation; purge of counter- revolutionaries etc. First half was all black clouds and criticism; blamed for taking grain; limited range of happy events; early criticism general. [35] [12]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? [67] (iii) Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One is from an American and the other from Mao so they could both be biased/unreliable. [2]
Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67] (b) (i) Level 1 One mark for each valid detail to a maximum of two e.g. Chinese Nationalist Party set up by Sun Yat-sen in 1911, taken over in 1925 by Chiang Kai-shek; originally allied with CCP against northern warlords; broke friendship after Shanghai massacres 1927; fought Japanese invasion and CCP; Civil War 1945-49; lost and left for Taiwan; constant thorn in Mao side etc. [12] (ii) Level 1 Identifies aspects, e.g. organised communities to work and live together. [12] Level 2 Develops aspects. Award an extra mark for each aspect described in additional detail, e.g. 1950s persuasion of peasants to live and work together to increase food production; joint ownership of farm and equipment; by 1956 95% of peasants were in co-operatives; between 100 and 300 families in each group, etc. [24]
Page 9
Syllabus 0470
Paper 43 [12]
(iii) Level 1 Single reason. One for the reason, one for the explanation.
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Mao invited constructive criticism from experts and intellectuals in an attempt to improve relations between them and the party cadres it back-fired; criticism of cadres for incompetence and over-enthusiasm; government overcentralised; Communist Party being undemocratic; some suggested other parties should be allowed. [26] (iv) Level 1 Simple assertions, e.g. Yes, more people could read. No, traditional attitudes unchanged. [1] Level 2 Explanation of improvements OR failure, single factor given e.g. Imp 1949 at least 80 per cent illiterate; emphasis changed from primary and literacy campaigns to 1950s merging of Mission, State and private schools into a national system; elimination of high infant mortality rate and campaign for hygiene; barefoot doctors; women protected by 1950 law against child marriage, infanticide and bigamy; maternity benefits, equal pay and status, etc. Improvements were only at the very beginning; education at the secondary stage had not been organised fully for all Chinese youngsters but would soon arrive see Red Guards; no organised system of doctors and hospitals or public hygiene authorities by 1958; in countryside old prejudices and traditional attitudes to women still prevailed [2]
Fail
Level 3 Explanation of success OR lack of improvement with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of success AND lack of improvement must be addressed.
Page 10
Syllabus 0470
Paper 43
Depth Study E: Southern Africa in the Twentieth Century 5 (a) (i) Level 1 Repeats material stated in the source, no inference made. [12]
Level 2 Makes valid inferences not supported from the source. e.g. humble start; good orator; publicist; over-ambitious/unclear in aims; domineering; poor administrator. [34] Level 3 Supports valid inferences with reference to the source. e.g. dock worker; speeches to huge meetings; newspapers; often disagreed over strikes; communists expelled; by 1931 broken up. [56] (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes 70,000 miners won concessions on working conditions; women v. Pass Laws long-standing victory; need for restrictions on ICU and CP implies some success. Local, short-lived; leadership divided; miners wages not increased; ICU failed on Rand; government did not feel threatened; political meetings banned. [35] [12]
No
Level 3 Agrees AND disagrees, supported from source. Addresses the issue of How far. [67] (iii) Level 1 Useful/not useful Choice made on the basis that one is more detailed/gives more information, but does not state what information. [1] Level 2 Useful/not useful A is partisan, B British history, so they could be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must state what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be based on valid evaluation of the sources in context. Include at this level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 for both. [67]
Page 11
Syllabus 0470
Paper 43
(b) (i) Level 1 One mark for each to a maximum of two e.g. Louis Botha; Jan Smuts; James (Barry) Hertzog. [12] (ii) Level 1 Identifies aspects, e.g. Afrikaner superiority; agreement with God. [12]
Level 2 Develops description of aspects, e.g. belief they were Gods chosen people; promise to commemorate Gods help in Boer victory at Blood River v Zulus in 1838 & Great Trek; from 1880 16th December public holiday for renewal of promise; 1938 Vooktrekker Monument; Dutch Reformed Church and Broederbond influence. [24] (iii) Level 1 Single reason. One for the reason, one for the explanation. [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained. e.g. sense of inferiority to rich urban whites; shame of being forced to work for blacks; Transvaal & OFS conservatism; anti-GB; usually rural, suffered from drought etc. in 1920s and early 1930s Depression by 1931 about one third of Afrikaners in poverty; undercut by blacks for jobs in towns; felt let down by United Party despite many favourable measures; turning to Malans minority PNP. [26] (iv) Level 1 Simple assertions e.g. Yes, no permanent homes; no, colour-bar in jobs. [1] Level 2 Explanation of restriction most important OR not most important, single factor given e.g. Rest Land Acts (1912, 1913, 1936) forced rural blacks into dependence and Reserves; 1923 Natives (Urban Areas) Act separate locations, slum clearance; benefited some with better homes, families able to join men. 1937 Native Laws Amendment Act limited number of blacks allowed in urban areas to keep black labour on farms.
Not Rest Patchily implemented need for black workers too important, and costs. Other measures explained as more important, e.g. 1911 Mines and Works Act introduced colour bar, strengthened in 1926; making many jobs whites only all aided poor whites at expense of blacks; Pass Laws; 1936 Representation of Natives Act removed Cape black franchise. [2] Level 3 Explanation of impact of restrictions OR other measures, multiple factors explained. Allow single factors with multiple reasons. OR Undeveloped suggestions of BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument BOTH sides of restrictions AND not restrictions/other factors must be addressed.
[68]
Page 12
Syllabus 0470
Paper 43
Depth Study F: Israelis and Palestinians, 1945c.1990 6 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences, unsupported from the source e.g. aggressive; ruthless; willing to inflict heavy casualties on innocent. [12] [34]
Level 3 Supports valid inferences with reference to the source e.g. Israeli government willing to use heavy bombardments for own low number of casualties; immoral; attacked civilians not involved, etc. [56] (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Welcomed by Shiites with gifts of rice and flowers; thought they might be better than Palestiniansm; help to regain villages. Opposed by Palestinians and, later, by Shiites; Israeli refusal to leave meant a resistance militia formed. [35] [12]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? [67] (iii) Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is from an Israeli and the other is British so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
Page 13 (b)
Syllabus 0470
Paper 43
(i) Level 1 One mark for each valid aspect to a maximum of two e.g. the democratic parliament of the newly established state of Israel etc. [12] (ii) Level 1 Identifies aspects, e.g. first official Arab leader to visit; met Prime Minister. [12] Level 2 Developes aspects. Award an extra mark for each aspect described in additional detail e.g. met PM Menachem Begin; spoke before the Knesset in Jerusalem on views on how to achieve comprehensive peace including UN Resolutions 242 and 338; led on to Camp David etc; upset Islamic fundamentalists in Egypt led to his assassination. [24] (iii) Level 1 Single reason. One for the reason, one for the explanation. [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. Palestinian camps in southern Lebanon and PLO HQ in Lebanon as well; Syrian influence and support for PLO; Israels northern settlements regularly attacked by PLO fighters based in Lebanon; PM Begin declared that Israel wanted a 40 kilometre zone free of PLO to ensure safety from attack for Israelis in Galilee etc. [26] (iv) Level 1 Simple assertions, e.g. Yes, they had to leave; no, PLO forced to leave. Level 2 Explanation of failure OR non - failure, single factor given e.g. Fail Went beyond stated limit to surround PLO in Beirut; massive damage; used banned weapons like phosphorous bombs; news of massacres at Sabra and Chatila shocked the world, reports termed blood libel by Begin (Kahan Commission found Begin, Sharon and Eitan indirectly responsible); Shiites joined in the terror; army morale sagged; criticism inside Israel; summer 1985 Israeli troops pulled out. Occasional rocket attacks on Galilee began again. Shiite Amal resistance group killed 200 in an attack on a US marine base, etc. [1]
Non - fail They had got rid of PLO in Lebanon escorted out of Beirut by American-led peacekeeping force; had dealt with the Palestinians in camps leadership dispersed but new HQ in Tunis; had shown military superiority again and no major Arab state intervened; stopped regular attacks on Galilee; had shown Iron fist on suspected resistance fighters and villages etc. [2] Level 3 Explanation of failure OR non - failure with multiple factors given. Allow single factors with multiple reasons. OR Undeveloped suggestions on both sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balance argument. BOTH sides of failure and non-failure must be addressed.
Page 14
Syllabus 0470
Paper 43
Depth Study G: The Creation of Modern Industrial Society 7 (a) (i) Level 1 Repeats material stated in the source, no inference made. Level 2 Makes valid inferences unsupported from the source e.g. all for money-making; locked workers into misery at home and in work; manufacturing innovations. Level 3 Supports valid inferences with reference to the source e.g. Everything turned to profit; dirt, slums, ignorance; enslavement; new factories and furnaces. (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Wealthy, middle class and manufacturers benefited. Even more of population lived a life of drudgery despite innovations. [35] [12]
[34]
[56] [12]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? [67] (iii) Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not specify what information. [1] Level 2 Useful/not useful One source is from socialists and the other is from a philosopher so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must specify what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
Page 15
Syllabus 0470
Paper 43
(b) (i) Level 1 One mark for each valid process to a maximum of two, e.g. Siemens open hearth; Gilchrist-Thomas basic process; Bessemers Converter. [12] (ii) Level 1 Identifies benefits, e.g. driving machinery; railways, etc. [12]
Level 2 Develops benefits. Award an extra mark for each valid aspect described in additional detail, e.g. faster production methods; enabled deeper mining by ventilation, drainage and transport; transport for people and goods rail and steamships, etc. [24] (iii) Level 1 Single reason. One for the reason, one for the explanation. [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained e.g. campaigners/public awareness; poor and unhealthy working conditions; child labour became unacceptable; most owners concerned only with profit compulsion by legislation only means to improvement. [26] (iv) Level 1 Simple assertions, e.g. Yes, they had more jobs; no, dangerous conditions. [1] Level 2 Explanation of benefit OR lack of benefit, single factor given e.g. Ben Lack More work, increased wages; greater opportunities for mobility, education; trade unionism; housing, etc. Long hours, poor conditions; agricultural workers saw little change; growth of towns meant public health problems, etc. [2]
Level 3 Explanation of benefits OR lack of benefit with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35] [68]
Level 4 Answers that offer a balanced argument. BOTH sides of benefits AND lack of benefit must be addressed.
Page 16
Syllabus 0470
Paper 43
Depth Study H: The Impact of Western Imperialism in the Nineteenth Century 8 (a) (i) Level 1 Repeats material stated in the source, no inference made. [12]
Level 2 Makes valid inferences unsupported from the source e.g. disappointment; resentment; government anti-colonial. [34] Level 3 Supports valid inferences with reference to the source e.g. we were promised; have died; PM unwilling. [56] (ii) Level 1 Agrees OR disagrees, unsupported from the source. Level 2 Agrees OR disagrees, supported from the source e.g. Yes No Prestige/pride; trade benefits; religious and humanitarian motives. Temptation and exploitation of cheap resources; conquered people; implies no recognition of local cultures. [35] [12]
Level 3 Agrees AND disagrees, supported from the source. Addresses the issue of How far? [67] (iii) Level 1 Useful/not useful Choice made on the basis that one source is more detailed/gives more information, but does not state what information. [1] Level 2 Useful/not useful One source is a British politician and the other is from an American so they could both be biased/unreliable. [2] Level 3 Choice made on the nature or amount of information given. Must state what information. [35] Level 4 Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 marks for both. [67]
Page 17
Syllabus 0470
Paper 43
(b) (i) Level 1 One mark for each aspect to a maximum of two, e.g. a religious person going overseas to preach and gain converts to own religion, some humanitarianism, usually sponsored by own church. [12] (ii) Level 1 Identifies aspects of trade e.g. slaves; market goods; gain resources; imperial rivalry. [12] Level 2 Develops aspects. Award an extra mark for each valid aspect described in additional detail e.g. slave triangle though died out in the nineteenth century; East India Company route; Belgian Congo resources; minerals gold, diamonds. [24] (iii) Level 1 Single reason. One for the reason, one for the explanation. [12]
Level 2 Multiple reasons. One for each reason, one for each reason explained, e.g. costs; difficulties of controlling indigenous populations; extremes of climate; disease; limited useful resources in some areas; limited European interest in migration. [26] (iv) Level 1 Simple assertions, e.g. Yes, gained colonies; no, too expensive. Level 2 Explanation of achievement OR its lack, single factor given e.g. Ach British control of India; French and German colonies; prestige; trading benefits; infrastructures created; wealth, mainly for individuals; some ending of barbaric practices; spreading of Christianity; education. Costs outweighed benefits, usually for governments; exploited labour and resources; local customs and religions still predominant in many areas; inhumane; not peaceable; fuelled European conflict. [2] [1]
Lack
Level 3 Explanation of achievement OR lack of achievement with multiple factors. Allow single factors with multiple reasons. OR Undeveloped suggestions on BOTH sides of the argument (annotate BBB Balanced but Brief). [35]
Level 4 Answers that offer a balanced argument. BOTH sides of achievement AND lack of achievement must be addressed. [68]

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

Paper 41 [0] [12]

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

Mark Scheme: Teachers version IGCSE October/November 2011

University of Cambridge International Examinations 2011

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS