History 12
2007/08 Released Exam
Provincial Examination — Answer Key
Cognitive Processes
K = Knowledge
U = Understanding
H = Higher Mental Processes
Weightings
23%
38%
39%
Question Types
51 = Multiple Choice (MC)
2 = Written Response (WR)
1 = Essay (C)
Prescribed Learning
Outcomes (PLOs)
A
B
C
D
E
F
A–F
A–F
Topics
1. The Study of History
2. Conflict and Challenge: The World of 1919
3. Promise and Collapse: 1919–1933
4. Turmoil and Tragedy: 1933–1945
5. Transformation and Tension: 1945–1963
6. Progress and Uncertainty: 1963–1991
7. Written Response
8. Themes: Essay
Question
Number
Keyed
Response
Cognitive
Process
Mark
Topic
PLO
Question
Type
1.
2.
3.
4.
5.
D
B
C
A
B
K
U
K
U
K
1
1
1
1
1
2
2
2
2
2
B1
B1
B2
B2
B2
MC
MC
MC
MC
MC
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
D
C
C
D
C
A
D
A
D
D
U
K
K
U
U
U
K
U
U
U
1
1
1
1
1
1
1
1
1
1
3
3
3
3
3
3
3
3
3
3
C1
C4
C4
C6
C6
C2
C3
C5
C3
C1
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
History 12 – 2007/08 Released Exam Key
Weightings
—
5%
13%
13%
13%
11%
18%
27%
Page 1
Question
Number
Keyed
Response
Cognitive
Process
Mark
Topic
PLO
Question
Type
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
C
B
C
B
C
C
D
A
A
A
A
C
U
K
U
K
U
U
K
U
U
K
K
K
1
1
1
1
1
1
1
1
1
1
1
1
4
4
4
4
4
4
4
4
4
4
4
4
D1
D1
D1
D2
D2
D3
D3
D3
D4
D5
D5
D5
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
A
C
C
C
D
A
B
D
B
C
B
D
U
K
K
U
U
K
K
K
U
K
K
U
1
1
1
1
1
1
1
1
1
1
1
1
5
5
5
5
6
5
5
5
5
5
5
5
E1
E1
E2
E2
F1
E3
E4
E4
E4
E5
E5
E5
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
D
C
A
C
D
C
B
B
D
D
D
C
K
U
U
U
K
U
K
K
U
K
U
K
1
1
1
1
1
1
1
1
1
1
1
1
6
6
6
6
6
6
6
6
6
6
6
6
F2
F1
F1
F1
F1
F1
F3
F3
F2
F2
F3
F3
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
History 12 – 2007/08 Released Exam Key
Page 2
Question
Number
1.
Option
2.
OR
3.
Option
4.
OR
5.
Keyed
Response
Cognitive
Process
Mark
Topic
PLO
Question
Type
–
H
12
7
A–F
WR
–
U
6
7
A–F
WR
–
U
6
7
A–F
WR
–
H
24
8
A–F
C
–
H
24
8
A–F
C
History 12 – 2007/08 Released Exam Key
Page 3
History 12
2007/08 Released Exam
Provincial Examination — Scoring Guide
History 12 – 2007/08 Released Exam
Page 1
PART B: WRITTEN RESPONSE AND EVIDENCE
Value: 18%
Suggested Time: 30 minutes
SECTION ONE – Question 1:
Note to Markers: Students are not expected to include all of the following points and they may
include other valid points not presented here. Students may earn full marks
by developing a limited number of points.
INDIA TO 1947
DOCUMENT 1
I began moves to give India her independence. The main problem was how best to do this.
India’s Congress Party wanted a single, united India. But the leader of the Muslim League,
Mohammed Ali Jinnah, wanted a separate, independent Muslim state to be known as
Pakistan.
Clement Attlee, British Prime Minister (1946)
DOCUMENT 2
It has been our earnest desire that India achieve her freedom peacefully. But we have been
faced with a major difficulty. The Muslim League has deliberately encouraged violence
resulting in murder in many parts of India. We repeat our acceptance of partition to avoid
conflict, though we are passionately attached to the idea of a united India.
Letter from Nehru to the British Governor General of India (1947)
DOCUMENT 3
The other problem was that Hindu extremists would not consider sharing power with
Muslims in a future independent India.
Tony Howarth, Twentieth Century History (1979)
DOCUMENT 4
After its victories in the 1937 elections, the Hindu Congress Party unwisely called on the
Muslim League to merge with Congress; this alarmed the League who was convinced that
an independent India would be dominated by Hindus. Jinnah, the Muslim leader,
demanded a separate state of Pakistan.
Norman Lowe, Mastering Modern World History (1982)
History 12 – 2007/08 Released Exam
Page 2
DOCUMENT 5
Some Congress leaders would rather have an early freedom for India than convoluted
delays in settlement by not agreeing to divide India.
Vikas Kamat, History of India (2005)
1. To what extent were Muslims responsible for the partition of India?
Refer to the five documents provided as well as other historical evidence.
Muslims WERE responsible for the partition of India:
Evidence from the Documents:
DOCUMENT 1 — Shows how the leader of the Muslim League, Jinnah, wanted a separate
state of Pakistan despite calls from the Congress Party for a united India.
DOCUMENT 2 — Nehru states that deliberate Muslim violence forced the Hindu majority
to accept the idea of Pakistan despite support by the Congress Party for
a united India. Nehru charges that Muslims encouraged violence. Students
should recognize Nehru’s bias.
DOCUMENT 4 — Corroborates Document 1 stating Jinnah wanted an independent Pakistan.
Document 4 also states that the Muslim League was alarmed that an
independent India would be dominated by the Hindus.
Other Historical Evidence:
• Jinnah was the first Indian leader to call for the partition of India in 1940.
• Jinnah rejected attempts by Gandhi to form one united, independent India.
• In 1943, the Muslim League passed a resolution for Muslims to divide and
separate from India.
Muslims WERE NOT responsible for the partition of India:
Evidence from the Documents:
DOCUMENT 3 — Shows that Hindu extremists were unwilling to share power with the
Muslims in a united India
DOCUMENT 4 — States that the Congress Party inflamed Muslim nationalism by unwisely
calling on the Muslim League to merge with the Congress Party.
DOCUMENT 5 — States that some Congress Party leaders were willing to accept partition
in order to achieve Indian independence rather than delay independence
through years of negotiation.
History 12 – 2007/08 Released Exam
Page 3
Other Historical Evidence:
• Britain’s diminished economic strength following the Second World War forced Britain
to accept that she could no longer afford to remain in India or afford the cost of defending
India.
• Britain’s Government of India Act of 1935 contributed to Muslim nationalism as the first
election results under the Act led to victory by the Congress Party in 8 of the 11 provinces.
• The Civil Disobedience Movement and the consequent withdrawal of the Congress party
from politics also helped the Muslim League gain power, as they formed strong ministries
in the provinces that had large Muslim populations.
History 12 – 2007/08 Released Exam
Page 4
SECTION TWO – Question 2:
Note to Markers: Students are not expected to include all of the following points and they may
include other valid points not presented here. Students may earn full marks
by developing a limited number of points.
2. Explain how communism collapsed in eastern Europe and the Soviet Union.
• In 1985, Mikhail Gorbachev became leader of the Soviet Union and relaxed central control,
in accordance with reform policies of glasnost (openness) and perestroika (restructuring).
This encouraged open criticism of the communist system and economic reforms.
• Glasnost encouraged the growth of ethnic nationalism throughout eastern Europe and
the USSR leading to increased dissent.
• The economic reforms were largely unsuccessful leading to even more dissatisfaction.
• In 1988–89 the USSR withdrew its troops from Afghanistan after an unsuccessful campaign
which had brought criticism to government.
• Gorbachev negotiated arms limitations treaties with the USA such as the INF and
START treaties signifying the end of the Cold War.
• Cost of maintaining the military was bankrupting the Soviet economy.
• Gorbachev refused to intervene as Poland, East Germany, Czechoslovakia,
Bulgaria, Romania and Hungary all abandoned communist rule by 1990.
• In 1989, communist rule was overthrown in Poland led by Lech Walesa and the
trade union Solidarity. The USSR did not intervene.
• In 1989, Czechoslovakia became democratic again through the Velvet Revolution.
Students may also refer to the 1968 Prague Spring as an event associated with the
collapse of communism.
• In 1989–90, sections of the Berlin Wall were opened which was supported by the USSR.
This stimulated the call for democratic elections, the fall of the communist party and
ultimately the reunification of Germany.
• In the late 1980s, Hungary led the movement to dissolve the Warsaw Pact and shifted
toward multi-candidate democracy. Hungary’s first free elections were held in 1990.
Students may also refer to the Hungarian Revolution of 1956 as an event associated
with the collapse of communism.
• Elections were permitted in the Soviet Republic which increased the desire for full
democracy in the USSR.
• In 1991, following an attempted coup against Gorbachev in Moscow, the Soviet Union
itself dissolved.
History 12 – 2007/08 Released Exam
Page 5
SECTION TWO – Question 3:
Note to Markers: Students are not expected to include all of the following points and they may
include other valid points not presented here. Students may earn full marks
by developing a limited number of points.
3. Explain why relations between the Chinese communists and the Soviets worsened after 1956.
KEY:
• 1956—Chinese did not like Khrushchev’s de-Stalinization and peaceful coexistence speech,
feared the Soviets were trying to isolate China by improving their relations with the USA.
• Mao felt he was following a more pure form of communism.
• 1960—Soviets withdrew technicians and advisors; stopped cash aid to China.
• 1962—Soviets refused to help China in brief border war with India.
• 1960s—Soviets refused to share information about atomic bomb; Soviets worried about
Chinese nuclear development.
• By the end of the 1960s regular border clashes along the Chinese-Soviet border occurred.
• China influenced Albania away from Soviets; Albania left Warsaw Pact in 1968,
emboldened by Chinese support.
• Racism was present on both sides.
• They were rivals for influence in third world, e.g., Pakistan and Africa.
• Improved relations between the USA and China in the 1970s worried, and concerned, the
Soviet Union.
Some students may make reference to the following long-term complaints that the Chinese had
against the Soviets:
• At the end of the Second World War, Soviets looted Manchuria before leaving.
• Soviets had been no help to Chinese in Korean war.
• Chinese did not like being treated as a satellite by Soviets. Soviet advisors resented
by Chinese.
• Mao had been an admirer of Stalin, and when Stalin died in 1953 relations began
to go downhill.
History 12 – 2007/08 Released Exam
Page 6
PART C: ESSAY
Value: 27%
Suggested Time: 45 minutes
Note to Markers: Students are not expected to include all of the following points and they may
include other valid points not presented here. Students may earn full marks
by developing a limited number of points.
4. To what extent did totalitarianism reduce the quality of life for the average citizen throughout
the period 1917–1991?
KEY:
Totalitarianism REDUCED the quality of life for the average citizen:
PRE-1945:
USSR:
• There was voting, but no choice between parties.
• Real power held by Party Officials (Apparatchiks).
• Bribery and terror commonplace.
• Gulags and Show Trials.
• Forced collectivization.
• Elimination of the Kulaks.
• Difficult working conditions during Stalin’s Five-Year Plans.
GERMANY:
• Nazi movement based on dictatorial control, Aryan racial superiority, hatred of Jews,
Gypsies and homosexuals.
• Germany was police state (Gestapo) with censorship, no free press, no trade
unions, no legal political parties and rampant violence under the direction
of Hitler’s paramilitary organizations.
• The Nuremburg Laws were enacted to identify Jews, deprive them of citizenship
and forbid interracial marriage.
• Establishment of concentration camps and death camps.
• Enforcement of a Nazi curriculum in schools.
• All teachers had to be vetted by local Nazi officials. Any teacher considered
disloyal was fired.
• A woman’s role was to create large families, which limited opportunities.
• Women were not expected to work. Many female doctors and civil servants
were fired.
History 12 – 2007/08 Released Exam
Page 7
ITALY:
• Mussolini outlawed political parties, assassinated his enemies, destroyed private property,
dismantled printing presses, introduced censorship (the cinema, the press, radio, books
and magazines).
• Workers’ unions were replaced by the Corporations. Workers’ interests were sacrificed in
the name of national good. No strikes were permitted. Wage disputes had to go to the
Labour Courts of the Corporations which were dominated by state officials, thus workers
were forced to work without protest.
• The secret police were given wide powers.
• School children were indoctrinated with Fascist ideas; recruitment into the youth
organizations of the party.
• In 1931, university professors were forced to swear an oath of loyalty to fascism and
to teach according to its principles.
• Food shortages, as agricultural land was forced into wheat rather than local
species of crops.
• Anti-Semitism.
• Bachelors taxed more heavily.
• A woman’s role was to create large families, which limited opportunities.
POST 1945:
USSR and SATELLITE STATES:
• Space Race at the expense of the people.
• Vast amount of money spent on armaments at the expense of the people.
• Poor distribution of goods.
• Standard of living very poor (same as USA in the 20s).
• Strong censorship.
• Resisters killed, deported to Russia or sent to prison and labour camps.
• Repressive measures were directed against the general public; Catholic priests
detained in prisons (Poland).
• East Germany; Berlin Wall—people choosing to leave East Berlin, mobility rights
taken away when Berlin Wall built.
• In Hungary and Czechoslovakia—1956 and 1968—Soviet regime crushed the local
revolutions.
CHINA:
• Protest marches illegal—Tiananmen Square.
• Restriction on free speech and media.
• Restrictions on independent organizing—labour organizations.
• Restrictions on religion, other than the 4 recognized religions.
History 12 – 2007/08 Released Exam
Page 8
• Cultural Revolution—extreme hardships for any thought to be counter-revolutionary;
intellectuals were persecuted.
• Torture and poor treatment of prisoners.
• One-Child Policy, violations against female children.
• Poor treatment of Tibetans.
Totalitarianism INCREASED the quality of life for the average citizen:
PRE-1945:
USSR:
• Women’s equality increased.
• Healthcare and education improved.
• Literacy rate increased.
• Full employment.
• Standard of living increased.
• End of Autocratic Tsarist Regime.
• Land redistributed.
GERMANY: (Please note most examples are for Aryans only)
• Unwed mothers supported.
• Promoted cultural arts and sport.
• Increased the standard of living for the average citizen.
• Brought honour back to German citizens after the Treaty of Versailles.
• Increased infrastructure—autobahn, etc.
• Lower crime rates.
• Increased employment rates.
• Working conditions improved.
• Opportunities for youth (Hitler Youth).
ITALY:
• Advances in medical care.
• Increased infrastructure—mega projects (apparent draining of Pontine Marshes
and trains running on time).
• Opportunities for youth.
• Promotion of sport.
• Increased cultural identity.
History 12 – 2007/08 Released Exam
Page 9
POST-1945:
CHINA:
• Constitution and other laws provide equal rights for men and women in all spheres
of life, including ownership of property, inheritance and educational opportunities.
(Not always in practice)
• Improved access to consumer goods after Deng.
• Students allowed to study abroad.
• Standard of living increased with Special Economic Zones.
CUBA:
• Free medical care and universal education.
• Relatively free of violence.
• End of American big business investment.
VIETNAM:
• Peasant land reform.
Note: Students may discuss other Totalitarian Regimes not mentioned in key.
History 12 – 2007/08 Released Exam
Page 10
Note to Markers: Students are not expected to include all of the following points and they may
include other valid points not presented here. Students may earn full marks
by developing a limited number of points.
5. To what extent have individual leaders in democratic states been successful in gaining popular
support for their actions and policies throughout the period 1917–1991?
KEY:
PRE-1945:
Wilson:
• Was unable to persuade his countrymen to support his dream of the League of Nations. He
was unable to overcome the isolationist tendencies of Americans after the First World War.
• Students might mention that Wilson was incapacitated by a stroke after his return from
Paris, which made it difficult for him to promote his ideas.
FDR:
• New Deal very popular.
• FDR sold his programs through his “fireside chats”.
• Students could discuss various programs which the public supported, such as the NRA,
WPA, CCC, Tennessee Valley Authority, Old Age Pension.
• FDR elected 4 times, had an engaging personal style which helped to sell his policies.
• Roosevelt gradually brought his isolationist nation around to supporting Britain in the early
days of the Second World War, e.g., Lend-Lease legislation.
• After the Pearl Harbor attacks, Roosevelt dramatically rallied the nation to the war cause.
His “day that will live in infamy” speech inspired many Americans.
• However, the AAA was not popular and he lost support over his attempts to “reform” the
Supreme Court, he was seen as having dictatorial tendencies.
Chamberlain:
• His appeasement policies were popular with the British public for most of the 1930s.
• However, when these policies did not prevent war, he was discredited and his party removed
him and brought in Churchill.
Churchill:
• Inspired the British to keep fighting the Germans when Britain was basically alone in
fighting Germany. Churchill used the radio brilliantly for his speeches to the public. The
“we will never surrender” speech, known as one of the best of the 20th century.
• Churchill stayed in London during the blitz and toured the bombed areas. This helped to
raise morale.
• However, after the war the British public did not support his imperialistic policies and
elected a Labour government.
History 12 – 2007/08 Released Exam
Page 11
POST-1945:
Churchill:
• His “iron curtain” speech of 1946 fired up public hostility to the Soviet Union during the
early days of the Cold War. His term “iron curtain” was used throughout the Cold War.
Gandhi:
• Originated the tactic of peaceful non-violent resistance and inspired many Indians to
practice it in pursuit of their goal of Indian independence.
• However, he was not able to prevent a rift from forming between Hindus and Muslims and
the formation of two separate states, India and Pakistan, from what had been British India.
Truman:
• The Truman Doctrine announced in 1947 shaped public opinion for the duration of the
Cold War. The extension of his doctrine, containment, drove American foreign policy for
the next 45 years.
• But Truman lost public support when he fired the very popular general MacArthur over
actions MacArthur took in Korea.
King:
• Was able to mobilize widespread public support and action in the form of peaceful
non-violent resistance for the civil rights movement.
• His 1963 “ I have a dream” speech inspired many Americans.
Johnson:
• Was able to take advantage of the mood of the US in the early 1960s and bring in the
most wide spread civil rights legislation in the 20th century.
• However, he lost public support over the continuing American participation in the
Vietnam War. As a result he did not run for a second term of office.
Nixon:
• Was able to exploit his reputation as a “Cold Warrior” to convince Americans that
establishing better relations with China was desirable.
• Policy of Vietnamization proved to be popular with the Americans.
• However, public opinion turned against him as a result of the Watergate scandal and
Nixon was driven from office.
Reagan:
• Was able to maintain a high level of public support (the “Teflon president”) despite a
widening gap between the rich and the poor in the US and Iran-Contra scandal.
• However, he was not well-liked for his S.D.I.
Mandela:
• Despite spending many years in prison, Mandela was able to inspire many of his fellow
South Africans to resist apartheid.
History 12 – 2007/08 Released Exam
Page 12
EVIDENCE SCORING CRITERIA
(REVISED SEPTEMBER 2008)
A response may or may not conform to each and every descriptor within a particular scale point. The marker should
classify the response into a category based on general impression rather than by checking off each descriptor.
•
•
•
•
•
•
•
6
A well-developed thesis clearly addresses the question
Presents superior analysis of both sides of the question; treatment may be uneven
Refers specifically to all documents
Provides substantial reference to corroborating and conflicting evidence found in the documents
Evaluates bias where appropriate
Includes extensive and relevant historical evidence from outside the documents
Expression is clear and fluent; errors do not impede meaning
5
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
*
•
A well-developed thesis addresses the question
Presents effective analysis of both sides of the question; treatment may be uneven
Refers specifically to most documents
Provides considerable reference to corroborating and conflicting evidence found in the documents
Includes reference to bias where appropriate
Includes sufficient and relevant historical evidence from outside the documents
Expression is fluent; errors do not impede meaning
4
A thesis addresses the question
Presents adequate analysis of both sides of the question; treatment may be uneven
Refers specifically to several documents
Provides adequate reference to corroborating and conflicting evidence found in the documents
Includes some relevant historical evidence from outside the documents
Expression generally fluent; errors may impede meaning
3
A thesis is attempted to address the question
Presents limited analysis of both sides of the question; treatment may be uneven
Refers to some documents
Provides limited reference to corroborating or conflicting evidence found in the documents
Includes little or inappropriate historical evidence from outside the documents
Expression is simplistic; errors impede meaning
2
A thesis is absent or inaccurate
Presents deficient analysis of the question
Makes limited use of the documents
Provides little or no reference to corroborating or conflicting evidence found in the documents
Includes no historical evidence or inappropriate historical evidence from outside the documents
Expression is awkward; errors impede meaning
1
A thesis is absent
Lacks analysis of the question
Makes little or no use of documents
Provides no reference to corroborating or conflicting evidence
Provides no historical evidence from outside the documents
Expression is unclear and makes understanding difficult
0*
While writing is evident, no attempt has been made to address the topic given or the writing is illegible
Any zero paper must be cleared by the section leader
No Response
A blank paper with no response given
History 12 – 2007/08 Released Exam
Page 13
WRITTEN-RESPONSE AND ESSAY SCORING CRITERIA
(REVISED SEPTEMBER 2006)
A response may or may not conform to each and every descriptor within a particular scale point. The marker should
classify the response into a category based on general impression rather than by checking off each descriptor.
6
A relevant topic sentence/thesis, as directed by the command term, is clearly developed throughout
Superior recall of factual content; organized in a thoughtful and effective manner
Precise selection of supporting details; where evaluation is required, judgment is exemplary
Expression is clear and fluent; errors do not impede meaning
5
• A relevant topic sentence/thesis, as directed by the command term, provides direction throughout
• Proficient recall of factual content; organized in a thoughtful and clear manner
• Accurate selection of supporting details; where evaluation is required, judgment is sound
• Expression is fluent; errors do not impede meaning
4
• A relevant topic sentence/thesis, as directed by the command term, is evident
• Competent recall of factual content; generally organized in a clear manner
• Appropriate selection of supporting details; where evaluation is required, judgment is satisfactory
• Expression is generally fluent; errors may impede meaning
3
• A relevant topic sentence/thesis, as directed by the command term, is attempted
• Adequate recall of factual content; organization is attempted
• Simplistic selection of supporting details; where evaluation is required, judgment is weak
• Expression is simplistic; errors impede meaning
2
• A relevant topic sentence/thesis is absent or inaccurate
• Limited recall of factual content; organization is flawed
• Inappropriate selection of supporting details; evaluation and judgment are absent
• Expression is awkward; errors impede meaning
1
• A topic sentence/thesis is absent
• Deficient recall of factual content; lacks organization
• Absence of supporting detail
• Expression is unclear and makes understanding difficult
0*
• While writing is evident, no attempt has been made to address the topic given or the writing is illegible
*Any zero paper must be cleared by the section leader.
No Response
• A blank paper with no response given
•
•
•
•
History 12 – 2007/08 Released Exam
Page 14