GCE EXAMINERS' REPORTS
HISTORY – HY3 & HY4
AS/Advanced
SUMMER 2012
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Statistical Information
The Examiner’s Report may refer in general terms to statistical outcomes. Statistical
information on candidates’ performances in all examination components (whether internally
or externally assessed) is provided when results are issued.
Annual Statistical Report
The annual Statistical Report (issued in the second half of the Autumn Term) gives overall
outcomes of all examinations administered by WJEC.
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HISTORY – HY3
General Certificate of Education
Summer 2012
Advanced
Unit Statistics
The following statistics include all candidates entered for the unit, whether or not they
'cashed in' for an award. The attention of centres is drawn to the fact that the statistics listed
should be viewed strictly within the context of this unit and that differences will undoubtedly
occur between one year and the next and also between subjects in the same year.
Unit
Entry
HY3
Max Mark
2,817
80
Grade Ranges and marks
A
B
C
D
E
Raw marks
71
62
54
46
38
UMS conversions
64
56
48
40
32
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1
Mean Mark
62.1
HY3
General Comments
From the start I need to thank the Moderators who have made this unit a success but,
above all, attention needs to be drawn to the high quality work of the better candidates and
the healthy numbers taking History at the WJEC.
However, despite all the work of promise, there is concern amongst the Moderators that
some candidates rely on a prepared response or routine, mechanical and formulaic
structures which tends to impair their achievement. A number of the Moderators report that
they have observed structured and mechanistic responses which constrain the more able
candidates from answering the questions set.
The better responses at HY3 in 2012 were of a very high quality demonstrating mastery of
the historical context and the ability to integrate the skills dealing with source evaluation,
historiography and interpretations of the past. It is clear that the internal assessment allows
candidates to tackle the issues of interpreting the past in a more meaningful way than under
examination conditions.
The Moderators were pleased to see that most candidates have developed research skills in
this unit and there is growing awareness and understanding of historiography. However
there is concern that many candidates failed to integrate the response and dealt with the
issues in separate parts of the essay. The better candidates were able to consider the
value of the selected source to the validity of the interpretation and to the school of history or
historian they were discussing. This integration of source evaluation, interpretation and
historiography is the best way to tackle HY3 and many able candidates were able to do so.
Amongst some candidates, there was too much reliance on narrative and discussing the
content of the source or some rather mechanistic isolated source evaluation comments
rather than considering the value of a particular source to an historian making an
interpretation or the development of different viewpoints. These historiographical issues are
not about what particular historians said or their biography but about how different
interpretations have emerged as different historians, from different standpoints – ideological,
nationality, ages – have examined the evidence to interpret the past. Candidates who are
unable to integrate the discussion of the evaluation of sources and the interpretation of
history should not be over – rewarded: they need to have an integrated approach to achieve
level 4.
The Moderators expressed some concern over the growing trend to copy and paste from the
internet, especially from Wikipedia. Although the Moderators accept that using the internet
to research and gather material, including sources, is valid, they do not accept that copying
and pasting chunks from the internet is acceptable practice. The Moderators saw too many
“copy and paste” extracts on the events – which are not that worthy - and too many copy and
paste extracts on the historiography issues. There is nothing to be gained by copying and
pasting these details though there is much to be gained by gathering the material and putting
it to good use in the essay. There has to be more to the history coursework exercise than
downloading from Wikipedia. Far too often candidates who resorted to the “copy and paste”
route failed to make good use of the particular sources in their essays and failed to provide
an integrated response.
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The vast majority of candidates word processed their response and used about 8 to 12
sources, most of which they have personally discovered. Candidates are encouraged to
include page numbers, a bibliography and to include their own sources in the text of their
work. The vast majority of candidates were able to keep to the 4000 word limit though
where they did not the candidates being penalised by the Centre or by the Moderators.
Centres will reach the end of the current approval of titles in 2013. An amended
submission is required for HY3 for use in 2014 (the cohort starting in 2012) which must be
based on the amended proposal form available on the WJEC website. This will include a
new style mark scheme which will make clearer the requirement to integrate all the skills of
AO2 to achieve Level 4.
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HISTORY – HY4
General Certificate of Education
Summer 2012
Advanced
Unit Statistics
The following statistics include all candidates entered for the unit, whether or not they
'cashed in' for an award. The attention of centres is drawn to the fact that the statistics listed
should be viewed strictly within the context of this unit and that differences will undoubtedly
occur between one year and the next and also between subjects in the same year.
Unit
Entry
HY4
2802
Max Mark
120
Grade Ranges and marks
A
B
C
D
E
Raw marks
83
71
59
47
36
UMS conversions
96
84
72
60
48
4
© WJEC CBAC Ltd.
Mean Mark
67.8
HY4
General Comments
Firstly I need to thank the teachers, Principal Examiners and their Assistant Examiners who
have made this series of examinations a success but, above all, attention needs to be drawn
to the high quality work of the better candidates and the healthy numbers taking History at
the WJEC.
However, despite all the work of promise, there is concern amongst the Examiners that
some candidates rely on the prepared response or routine, mechanical and formulaic
structures which tend to impair the achievement of otherwise able candidates. A number of
the Examiners report that they have observed structured and mechanistic responses which
constrain the more able candidates from answering the questions set.
HY4 continues to develop slowly and centres need to focus on the skills of traditional essay
writing to make further progress. In the words of one of the examiners “There were some
outstanding answers from those candidates who avoided pre-prepared answers and who
thought on their feet about the key issues and debated the key issues.” That was the main
point of difference between the higher and mid ranking candidates – they were able to show
evidence of thinking about the issue set. However it is fair to say that most of the
candidates do not analyse the question closely enough and fail to engage with the exact
question set. That may stem from too much emphasis in the centres on plodding through
past questions, preparing model answers and a lack of time to prepare for history essay
writing skills which tackle unseen and often challenging questions.
HY4 is constructed be a demanding stretch and challenge exercise in which the Examiners
look for depth of knowledge and understanding of the topic with a mature analysis and
evaluation of the issues. It is fair to say that most candidates were able to access the
questions and to attempt an answer though some candidates were unable to develop the
knowledge, analytical, evaluative and judgemental skills to produce well written essays. A
related concern is that too often some candidates relied on unloading their class notes, often
telling a story. In the words of one of the Examiners “Many candidates adopted a narrative
framework in which to present arguments which naturally tended to limit their opportunities to
provide a clear focus on the demands of the question.”
Centres should attempt to persuade all candidates to analyse the question set and engage
with the issues rather than what appears to be a general trend to discuss the main issue in
the question and then bring in other factors. These “two sided” (or “for and against”) essays
are unlikely to gain more than bottom Level 3 marks because they do not engage with the
question set. The Examiners expect greater depth of knowledge and understanding of the
topic together with a more subtle analysis and evaluation of the issues to answer the
question set. Centres need to concentrate on developing and teaching history essay writing
skills and to stress to the candidates that at this level they must be relevant to the question
set and come to a judgement using the key words in the question; they must support their
answers with accurate information; and they must write a well structured essay with an
interesting introduction and a firm conclusion.
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PERIOD STUDY 1
ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c. 1483-1603
SECTION A
Q.1.
Crown, Council and Parliament in the reign of Elizabeth I, 1558-1603
‘The most significant development in government during the period between 1558
and 1603 was the decline in the power and authority of the Crown.’ Discuss.
The majority of candidates who attempted this question found it reasonably
accessible though not all were as focused on the key phrase - most significant
development in government – as they should have been. Many candidates tended to
offer a straightforward discussion of the Crown’s power and authority. This was done
in narrative fashion by some whilst others did at least try to evaluate the issue by
tracing the key events that affected the status and standing of the Crown thereby
offering an opinion as to whether its power had declined, stayed the same or got
stronger. This question required candidates to enter into a debate by discussing and
evaluating those factors that impacted or influenced the power and authority of the
Crown such as the role of the Privy Council, the ministers who ran government and
advised the queen along with some appreciation of the financial power of parliament,
the Court and the legal authority of local officials – JPs and sheriffs in local
government. The more aware candidates were able to demonstrate a clear
understanding of the powers of the Crown and the limitations placed on it by the
constitution and judicial system. It was important for candidates to read the question
carefully and note the phrase developments in government – this required some
knowledge and discussion of the so-called Tudor Revolution in government. It was
pleasing to see that some candidates were prepared to discuss the gender issue
insofar as Elizabeth, as a woman, was constantly battling a government dominated
by men. Some candidates also discussed the decline of the power of the crown in
personal terms inasmuch as Elizabeth was a person prone to making mistakes
especially as she got older. The fact that by the 1590s an elderly queen surrounded
increasingly by ministers and courtiers in their thirties also contributed to a perceived
decline in the authority, if not necessarily the power (on paper), of the crown. In the
final analysis most candidates did conclude by stating that the Crown still had the
power to block legislation, hire and fire ministers and deny patronage to those who
challenged or opposed its authority, therefore it was every bit as powerful in 1603 as
it had been in 1558.
Q.2.
Mary Stuart and England’s relations with the Catholic Powers, 1568-1588
‘The brutal suppression of Catholics was the main cause of conflict between England
and the Catholic Powers, 1568-88.’ Discuss.
The key to answering this question lay in understanding the causes of conflict
between England and the Catholic powers. Many candidates knew this and while
some resorted to listing the causes of conflict without evaluation, the majority did try
to engage with the question. Unfortunately a number of candidates did not appreciate
the significance of the key phrase brutal suppression of Catholics. This provided the
more enlightened candidates the opportunity to challenge the statement that the
suppression of Catholicism was, in fact, brutal. It was pleasing to witness the fact that
a significant number did take issue with this statement by supporting a counter
argument that suggested that, if anything, Elizabeth had been unduly lenient at least
until 1581. An almost equal number of candidates suggested that the Catholic
powers showed little interest in the treatment of English Catholics even after the pope
had issued his papal bull of excommunication. A significant number of candidates felt
more comfortable evaluating other factors such as the treatment and incarceration of
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Mary Queen of Scots, Spain and the Armada, privateering and privateers, and
especially England's involvement in the Netherlands. Naturally the various plots
against Elizabeth were discussed but sometimes out of context. Some candidates did
not really know where they figured in the list of causes eg. were they connected to
the suppression of Catholics, the imprisonment of Mary, Spanish and papal influence
or simply a cause on their own.
SECTION B
Q.1.
Poverty, vagrancy and the poor in Wales and England 1483-1603.
‘Attitudes to poverty and vagrancy were mainly influenced by religious changes in the
period 1483-1603’. Discuss.
This proved to be a demanding question for many candidates particularly those who
were prepared simply to recite the terms of the government Acts and describe the
municipal schemes set up by places like Norwich and London. The question hinged
on the extent to which religious change had influenced or altered the attitudes of
contemporaries. Linking the subtle changes in attitude to the more explicit changes in
religion over time was the key here. The dissolution of the monasteries was a
significant religious change that impacted massively on the poor. The support and
charity offered by the Church could not be easily replaced. The Church appeared to
harden its attitude to the poor simply because it no longer had the resources to cope,
certainly not to meet the needs of the poor. The changing attitudes of the government
could be tracked by the legislation passed throughout the period. It was important
also to draw a distinction between the two groups – the poor and the vagrant and to
highlight the fact that attitudes to vagrant did not really change that much – the ablebodied mobile poor were feared and viewed with suspicion. On the other hand, there
was a growing awareness and understanding of the plight of the poor and gradually a
more enlightened attitude based on relief emerged (with a few setbacks) during the
reign of Elizabeth.
Q.2
Tudor Foreign Policy, 1483-1603
‘Tudor foreign policy was mainly determined by economic considerations in this
period.’ Discuss
Those candidates unwilling to abandon the approach of listing and describing
England's relations with each European country struggled with this question. This
country-by-country approach – Spain, France, the Netherlands, the Empire – would
inevitably lead to Level 2-style narrative answers. This topic-based response does
not engage with the question which, in this instance, required a rather more
considered approach based on themes rather than outright chronology or geography.
Some candidates did go beyond simple narrative and did try to engage in some
meaningful discussion but they were unsure which of England's continental
neighbours was more affected by economic, religious, political/dynastic issues.
Those candidates who adopted a thematic approach - religion, political alliances,
trade, marriage, war and did so in a meaningful and evaluative way were well
rewarded. This would have given the candidates an opportunity to discuss change
over the period. Spain always serves as a good example – an ally and economic
trading partner from 1489 to roughly 1533/34, an enemy and economic/trading rival
from 1534-54, an ally once again from 1554-59 followed by a period of uncertainty
until war broke out again in 1585 – thus ending the period as an enemy (1585-1603).
The majority of candidates agreed with the statement that England's foreign policy
was mainly determined by economic considerations. On the other hand, a significant
minority of candidates suggested that it was tension caused by religious changes that
mainly influenced Tudor foreign policy.
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PERIOD STUDY 2
ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c. 1603-1715
SECTION A
Q.1
England’s relations with Ireland, Scotland and Wales, 1603-49
‘The Irish played a more decisive role in the English Civil War than either the Welsh
or the Scots.’ Discuss.
The responses to this question fell squarely in two camps: those that tended towards
a general description of the Civil Wars and the remainder who tried to engage with
the question. Those who described the major events of the Civil Wars exhibited a
great deal of knowledge but unloading of class notes, no matter how impressive or
detailed, is unlikely to progress beyond Level 2. Some candidates did go further than
simply describe the major events of the Wars in England by placing the Irish and
Scottish contributions into some kind of context. Unfortunately, the involvement of the
Irish and Scots was described rather than evaluated. The phrase - more decisive role
– was the key to unlocking this question. Did the Irish play a more decisive role than
the Scots or Welsh? Those who responded to this question and engaged with the
debate in a meaningful manner were well rewarded. It was pleasing to see a number
of the more enlightened candidates discuss the causes and not just the events of the
Civil War and thereby prompting a valuable debate in which the role of the Irish (in
Rebellion) and the Scots (Bishops' Wars) were fully evaluated. Many candidates
concluded that the Irish and Scots greatest contribution to the Civil Wars was in
starting them rather than in fighting in them. However, a number did highlight the role
played by the Scots in bringing the wars to an end and in the part they played in
Charles I's defeat/downfall. The majority of candidates concluded that it was the
Scots rather than the Irish who played a more decisive role in causing and fighting
the Civil Wars. Regrettably the role of the Welsh in the wars was either ignored or
discussed superficially – little reference was seen to major events such as the battle
of St. Fagan's, the role of Major General Laugharne or the siege of Pembroke castle.
Q.2.
James II, the Glorious Revolution and Party Politics, c. 1685-1715
‘The monarchy was more powerful under Queen Anne than it had been under
James II.’ Discuss.
It is clear that some candidates stuck very closely to the actual wording of the
question and, consequently, only looked at James II and Anne making direct
comparisons between the two. Unfortunately, these candidates did not discuss
anything about developments that happened in between such as those that might
have occurred during the reigns of William and Mary. Consequently reference to
some significant legislation (such as the Bill of Rights) was omitted which limited the
efficacy of the debate. This made the assessment process all the more difficult since
parts of the answer were clearly missing and the cogent answers to this question
hinged on the premise that there was a significant change before and after the
passing of the Bill of Rights. Surprisingly some of the less aware candidates
managed to confuse James II and Anne with James I and Charles I! On the other
hand the more enlightened candidates made an effort to engage with the question by
setting the reigns of James II and Anne in context and by assessing the changes in
the power and authority of the monarchy throughout the period from 1685 to 1714. It
was pleasing to note that those candidates that engaged with the question were able
to conclude that despite the Bill of Rights, the crown still had considerable power.
Although Parliament was more assertive and involved in the processes of
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government, MPs could be manipulated and bent to the will of the crown. A minority
of candidates did reflect on the personality and gender of the monarchs involved
which, it was argued, influenced the way they were perceived by contemporaries eg.
James was hated and feared but was thought to be incompetent, William and Mary
were respected but not greatly liked and Anne was considered weak – yet it was she
who was the last monarch to refuse to sign an Act of Parliament into law.
SECTION B
Q.1
Crime, disorder and protest, c. 1603-1715
‘The most significant cause of crime, protest and disorder in the period between
1603-1715 was political instability’. Discuss.
Few candidates attempted this question but those that did coped well. Most
candidates focused on and framed their answers around the key feature of the
question ie. political instability and debated whether this was the most significant
cause of crime, protest and disorder or not. The main focus of political instability
revolved around a key theme – the crown's relationship with Parliament – and
highlighted through key events such as the Civil War, Glorious Revolution and Bill of
Rights. Other causes were explored and debated generally quite well eg. war (both
foreign and domestic), social and economic problems such as rising unemployment,
price rises/inflation or famine. Some candidates also mentioned the Church but were
not sure how to include it in the debate other than to suggest that it was losing its grip
on society hence the increase in crime and disorder. A minority of candidates did
note superstition and ignorance as contributing to lawlessness and disorder, in which
context witchcraft was briefly mentioned. The spread of radical ideas and the
development of radical groups were, surprisingly, not fully explored, and were even
ignored in some cases.
Q.2
England’s changing relations with foreign powers, c. 1603-1715
To what extent were England’s relations with foreign powers mainly influenced by
religious considerations in the period between 1603-1715?
This question proved quite challenging. A number of candidates adopted the trawl
through the period reign by reign but a majority did try to engage with the question by
adopting a thematic framework. The latter considered the impact and influence of
religious change on England's relations with her continental neighbours. A Protestant
England in the midst of Catholic enemies was a powerful theme though some
candidates did suggest that the spread of the Protestant faith in northern Europe and
especially in the Netherlands left England less isolated than she had been earlier in
the century. The more enlightened candidates were able to argue that religion was
either less influential than the question suggested or had been over estimated insofar
as England not only went to war with the Protestant Dutch later in the century she
even allied herself both politically and militarily with Catholic countries such as
France. As a counter-argument against religion being the most influential theme in
shaping England's foreign relations, economic factors were highlighted as a means
by which England and her continental neighbours were locked together as trading
partners. Indeed, some candidates suggested that trade was far more influential – as
one candidate put it trade was a constant theme throughout this period being only
temporarily interrupted by war. Colonial and dynastic rivalries were also noted as
significant contributing factors but so too were marriage alliances. Many candidates
were acutely aware of the complexity of England's relations with her continental
powers and especially of the shifting nature of alliances.
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PERIOD STUDY 3
ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c.1780-1886
SECTION A
Q.1
The Conservatives in the age of Peel and Disraeli, c. 1834-1880
To what extent was the revival of the Tory party in the period 1834-1880 due to
Peel's idea of New Conservatism?
This question was the most popular choice for candidates and generally it was well
attempted. A minority of candidates chose to interpret this question as only requiring
consideration of Peel whereas the question did require them to think about Disraeli
also. Many candidates decided that Peel had, at one point, revived the party but that
he then comprehensively destroyed it with the repeal of the Corn Laws. Most
referred to the Tamworth Manifesto although weaker answers muddled it with the
1841 victory and the exact context of the 100 days ministry was not well understood.
There was also a tendency in the weaker answers to overdo references to Catholic
Emancipation, the Reform Act and even the reform of the 1820s. The best answers
provided comparative analysis of Disraeli’s contribution although few mentioned
Derby’s role or had any idea of his importance. For many candidates the idea that
Disraeli led the party from 1846 was well entrenched. The examiners hope that
candidates are encouraged to debate issues and come to a conclusion, rather than
being content to agree the interpretation in the question. They should also read the
question carefully to ensure coverage of the key components.
Q.2
The Development of Liberalism, 1846-1886
“Gladstone’s first ministry (1868-1874) achieved little except unpopularity”. Discuss.
Though considerably less popular this question was handled confidently by
candidates. Knowledge of the first ministry was sound. The weaker answers
allowed drift into later ministries and there was, perhaps, too much analysis of the
quality of legislation rather than linkage to the theme of unpopularity. The examiners
were a little surprised that the nature of the 1874 electoral defeat received scant
attention although the very best answers saw this as a useful concept to build an
argument around.
SECTION B
Q.1
Social Reform c.1780-1886
To what extent was social reform in the period 1780-1886 mainly influenced by
humanitarian concerns?
This question was less popular than question 2. Candidates had to make a
judgement about the influence of humanitarian concerns. It was hoped that a
comparative analysis of other influences such as the reports of Royal Commisions,
the utilitarians and Edwin Chadwick and political motives might be seen. Most of the
weaker responses seen wrote generalised answers focusing more on why social
reform was needed with long descriptions of problems in towns and industires.
Sometimes the answers were so general that it was difficult to know which legislation
or period was being referred to. Clearly there is a need for candidates to be much
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better prepared on the motives of specific reformers and the nature of particular
movements. The most successful answers provided the integration and comparative
analysis expected with the various influences woven into a comprehensive
evaluation.
Q.2
Parliamentary Reform c.1780-1886
'Parliamentary reform in the period 1780-86 was mainly caused by changes in
society'. Discuss.
This was much more popular and in general much better answered. Knowledge of
the main legislation was mostly sound but there is still a persistent belief in several
centres that Disraeli was responsible for the Secret Ballot Act. The best responses
identified the motives and factors affecting the growth of democracy, with good
analysis of the political motivation evident in 1832, 1867 and 1884. The need for
change based on the impetus from the growth of education, middle and working
class expectation and social attitudes was debated well in the best answers. In some
answers the search for social change was a little overdone and links were found that
were barely valid. It is important to note that there was a debate about parliamentary
reform before 1830 and full period coverage was not always achieved by some
candidates.
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PERIOD STUDY 4
ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c.1880-1980
SECTION A
Q.1
Depression and austerity, 1929-1951
‘Government action did very little to improve the lives of the people of Wales and
England during the 1930s.’ Discuss.
There were some very good responses and the majority of candidates were placed in
Levels 2 or 3. The deciding factor in all cases was the level of judgement on the
particular question set. Where candidates discussed the 1930s in terms of good/bad
times, there was little focus on the set question, as these merely churned out
prepared notes on the period in question. Stronger responses focussed on
government action and whether they did, or did not, make improvements to the lives
of the people of Wales and England. Knowledge on what the governments did in this
period varied from centre to centre and as a result answers were variable in nature.
There was some excellent knowledge in some centres, which allowed candidates to
evaluate the question in some depth. In other centres candidates relied on
generalisations and there was a clear lack of knowledge about what the government
actually did in this period. In such cases evaluation was difficult. Full contextual
knowledge can only enhance the ability of candidates to engage in a meaningful
debate. It was clear that some candidates had been pre prepared for an alternative
question. Some responses inevitably drifted off to a discussion of 1929-1951, or just
1945-51.
Q.2
Changes in Wales, 1945-1980
To what extent was the growth of nationalism the most important development in
Wales 1945-1980?
Examiners did not see any candidates that had attempted this question
SECTION B
Q.1
Social reform, 188o-1980
To what extent were social reforms mainly influenced by political motivation 18801980?
Candidates were expected to reach an evaluative judgement about whether or not
political motivation mainly influenced social reforms in the period. The clear
alternatives could have included economic, military or social motivations. Some
candidates did not understand the meaning of political motivation and were therefore
unable to produce an evaluative response, though they were able to present
alternative reasons for introducing social reforms. Period coverage is essential in the
synoptic study and most candidates seemed to have come to terms with this.
Candidates may have argued that the desire to stay in power and win votes was the
over-riding factor in introducing reform. However, candidates needed also to consider
the influence of a range of other factors which at times may have influenced or
shaped the desire for reform. For example, the need to develop the economy may
have been a greater influence at times or even military necessity during war, and
even a need to respond to poverty. All these may also tie in to a political agenda
which drove reform forward.
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Q.2
Britain and Europe, 1880-1980
To what extent was the protection of trade links with the Empire the main influence
on British foreign policy 1880-1980?
Candidates were expected to reach an evaluative judgement about whether or not
protection of trade links with the Empire had the greatest influence on the
development of British foreign policy in the period. Candidates were expected to
analyse the influence of protecting trade links over the entire period when set against
other possible influences which may or may not have been greater. Period coverage
is essential in the synoptic study and most candidates have come to appreciate this.
There is still an over-emphasis on the pre-1914 period, probably due to the focus in
HY1, but the later period is a necessity for any candidate aiming for high Level 3
marks. Candidates may have argued that trade links were very important in British
foreign policy but may have argued at times that other influences were greater. The
needs of war may have taken precedence at certain times, the desire to avoid war at
others, while European co-operation and trade links with Europe may also have been
more influential than links with the Empire at other times.
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PERIOD STUDY 5
ASPECTS OF THE HISTORY OF EUROPE, c. 1515-1621
SECTION A
Only three of the four questions were attempted with Question A1 being the most popular,
closely followed by question B2. Question A2 on French history was not attempted by
candidates and sadly some candidates seem to have prepared for Question B2 but
answered Question B1. Consequently their answers focused on Spain rather than Europe as
the question demanded.
Q.1
The reign of Philip II, 1556-1598
'The most significant policy of Philip II’s reign was his support for the Catholic
Reformation. ' Discuss.
The majority of candidates who responded to this question were able to focus on an
evaluation of Philip II’s support for religion and some were able to engage with the
term “Catholic Reformation” as opposed to a broader discussion of religious issues.
Some centres had sound knowledge of the Inquisition, Index, education and
bishoprics in Spain but others had very little specific support to offer. There was also
a failure by a large minority to engage with the key words of “most significant policy”
as indicated in the question and this limited their attempt to assess the relative
significance of other policies and they gave a list of other factors which were aspects
of Philip’s reign. The answer should have been balanced by a consideration of
Philip’s other significant policies in the Netherlands and the Iberian Peninsula as well
as towards England, the Ottomans and the New World. Better answers did this and
assessed the relative significance of one factor with others and linked the factors.
Q.2
France 1562- 1620
To what extent was the Edict of Nantes of 1598, the most important development in
the religious conflict in France, 1562-1610?
Examiners did not see any candidates that had attempted this question.
SECTION B
Q.1
Political and religious change in Europe. 1515-1621
To what extent was religion the main cause of change in Europe in the period 15151621?
This question was attempted by a small minority of candidates and it proved a
greater challenge than Section A for many. However, there were some who did
manage to fully engage with the question set thus demonstrating that Section B
allows for stretch and challenge at A2. The main factor of religion proved accessible
to the majority of candidates and they displayed sound knowledge of change over
time. However, some were not as confident in dealing with other factors. The
Ottomans were discussed but not the conquest and exploration of the New World
which were largely ignored or superficially dealt with. It is hoped that any synoptic
view of sixteenth century Europe would make much of this immensely significant
factor in the subsequent history of Europe and the world.
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Q.2
Spain and Europe, 1516-1621
'Religious considerations were the most important aspect of Spain’s relationship with
Europe in the period 1515-1621.' Discuss.
Better answers analysed whether religious considerations were very important in
Spain’s relationship with Europe in the period 1516-1621.They considered the impact
of religion as a consideration in Spain’s dealings with Europe and offered such
examples as Charles V’s role as Holy Roman Emperor and his fight against
Protestantism in Germany but also analysed his conflict with the Valois brought about
by Hapsburg ambitions in Northern Italy and the championship of Europe against the
Ottoman threat. They also offered Philip II’s support of the Catholic Reformation and
championship of Europe against the infidel as well as consolidation of the Iberian
Peninsula, problems with relationship with England and revolt in the Netherlands.
Philip III’s support of the Catholic Church also merited mention. There were,
therefore, some very sophisticated, well informed and well written responses which
reached a balanced and substantiated judgment on the question set. They displayed
an appreciation of the complexities of change over a period of time and were well
rewarded. However, disappointingly a large minority of candidates found it very
difficult to engage with the question. They focused on Spain’s internal affairs not the
Spanish relationship with Europe in the period. The trend was for a monarch by
monarch approach, including Spanish domestic issues as well as foreign and a bolt
on judgment was prevalent in these answers. It was hoped that an integrated
discussion of Spain’s relationship with Europe as far as religious issues were
concerned would have been offered and a discussion on whether there were other
issues which were more or less important. Candidates would have benefited from
viewing the question as asking them to determine whether religious issues in
relationship with Europe were more or less important than political, economic or
cultural issues. All of these factors could have been explored and supported by
specific examples. It was more difficult to consider social issues as they led the
discussion to drift towards a domestic focus.
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PERIOD STUDY 6
ASPECTS OF THE HISTORY OF EUROPE, c.1696 –1815
SECTION A
Q.1
Catherine the Great, c.1762-1796
To what extent was Catherine the Great an enlightened ruler?
This was a very popular question, attempted by most candidates. Candidates were
asked to consider the extent to which Catherine the Great’s rule can be considered
“enlightened”. While weaker candidates just took the question as an opportunity to
provide accounts in varying degree of detail of Catherine’s reign there were many
well considered responses. Fully integrated responses were seen which considered
areas where her rule could be seen as enlightened such as her attitude towards
serfdom and the reform of administration and government, education and religion.
These were tempered by policies which were less than enlightened. A number of
candidates explored the events surrounding the Pugachev rebellion of 1774 to good
effect. A range of policies were carefully analysed carefully and weighed as regards
the concept of enlightenment. Among these will be her policy towards the nobility and
domestic reforms. There was good analysis of the reforms which Catherine
undertook and her relations with the nobility.
Q.2
Commercial and colonial rivalry, c.1750-1815
‘Territorial ambitions were mainly responsible for commercial and colonial rivalry in
Europe between 1750 and 1815.’ Discuss
Very few candidates attempted this question which asked whether territorial
ambitions were mainly responsible for commercial and colonial rivalry between 17501815. While the rivalry which existed between Prussia and Russia in the Baltic
during this period was mainly about territorial ambitions, in other areas, factors such
as strategic concerns played a role – Britain and France in North America for
example. The French Revolution and the wars after 1792 created different issues.
The partition of Poland was clearly territorial in nature. Following the French
Revolution, other factors started to emerge and for a brief period rivalries were set
aside in a common goal of checking the advance of revolutionary ideals. There
needed to be a clear attempt to explore all facets of commercial and colonial rivalry.
A fully sustained argument would consider in detail other possible causes.
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SECTION B
Q.1
France, c.1715-1815
To what extent was political leadership the main factor affecting the development of
France during the period 1715-1815?
Examiner did not see any candidates that had attempted this question.
Q.2
Great Power rivalry, c. 1696-1815
To what extent was the changing balance of power mainly responsible for Great
Power rivalry in Europe between 1696-1815?
All candidates attempted this question. They were asked to consider whether the
changing balance of power in Europe was responsible for Great Power rivalry
between 1696 and 1815. While narrative accounts of the period were evident from
weaker candidates, there were some commendable efforts to address the question
which provided a balanced argument. Good responses focussed on the notion that
Great Power rivalry was driven by many factors and these clearly impacted on the
changes in the balance of power. In a way the changes in the balance of power
reflected the fluid situations rather than caused them. The challenging of French
aspiration in Spain culminated in a major reversal for Louis XIV which led to a period
of stagnation and decline. The weakness of the Hapsburgs was also capitalised on
by her rivals, most notably the Prussians. It is essential that due concern be paid to
the key phrase ‘mainly responsible’ for Great Power rivalry, and to argue
accordingly. While the changing balance of power was clearly a factor there were
other issues such as commercial and industrial wealth and the changing fortunes of
rulers. With the outbreak of the French Revolution and the subsequent revolutionary
and Napoleonic wars, thwarting hegemonist tendencies was a goal common to all the
coalitions constructed against France.
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PERIOD STUDY 7
ASPECTS OF THE HISTORY OF EUROPE, c.1815-1917
SECTION A
Q.1
France, 1848-1870
‘The main features of the Second French Empire were success at home but
humiliation abroad’. Discuss.
This continued to be the more popular question in although the quality of response
was sometimes disappointing. Most candidates attempted to engage with the key
words of the question but with varying degrees of success. The candidates were
required to reach a judgment about whether or not the main features of the Second
Empire were success at home but humiliation abroad. Some candidates made no
effort to produce a counter argument to the question and accepted readily the
premise of the question. Others attempted to balance their answer by arguing that
there was occasionally humiliation at home and success abroad. These approaches
often resulted in two “half essay” responses which produced rather mechanistic
answers. In many cases the reasoning and thinking was sound but the supportive
evidence was very thin. Candidates must avoid the trap of making unsupported
assertions. They must engage in a meaningful discussion of the issues. Some
answers drifted into a debate about the popularity of Napoleon III and had only
general relevance. There was some imbalance in the treatment of foreign and
domestic policy with the more secure factual knowledge being deployed in relation to
foreign policy. There was often a total lack of focus upon the constitutional changes
or the desire for social reform. Some candidates drifted into a discussion of whether
or not Napoleon was popular or not and chose to pay superficial treatment towards
the key issues within the question. Occasionally some candidates drifted into routine
character assassinations of Napoleon III or more rigorous defences of the
Bonapartist tradition. There were some outstanding answers from those candidates
who avoided prepared answers and who thought on their feet about the key issues
and debated these.
Q.2
Russia 1881-1917
To what extent were the problems facing Nicholas II after 1905 mainly due to his
failure to embrace reform?
This question was not as popular. Many answers to this question were often
handicapped by the generalised introductions to the precise question adopted by
many candidates. For example candidates often began their answer with: ‘One
problem which led to the downfall of the Tsar was....’ or ‘Nicholas II had to face many
problems...’ or ‘The downfall of the Tsar can be blamed on many things.....’ Such an
approach did not focus upon the key issue in the question and inevitably led to listing
or two “half essay” responses which often meant that the candidates could only
access marks at Level 2 or at best at the bottom of Level 3. The better responses
actually engaged with the key issues of the failure of the Tsar to embrace reform.
Many challenged this concept and argued that the Tsar had shown a willingness to
move towards more liberal ideas. Other speculated that even if the Tsar had
embraced reform revolution may still have occurred. Few candidates actually referred
to the impact of the 1905 revolution and the apparent attempts to reform. Many
answers descended into an almost routine discussion of the personal flaws of the
Tsar with sometimes only general relevance to the question. Many drifted into a
discussion of the problems caused by the war. Some answers drifted into a
discussion of the causes of revolution or the reasons for the removal of Tsarist
government. This was not really the focus of the question. Candidates needed to
identify the problems facing the Tsar and to analyse whether or not it was due to the
failure of Nicholas to embrace reform.
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SECTION B
Q.1
International Relations 1815-1917
To what extent were economic issues the main influence on international relations in
the period 1815-1914?
This question was the least popular in this round of examinations and the quality of
response was variable. Some candidates were unable to deal effectively with the
concept of ‘economic issues’. Some candidates focussed upon railway development
or the telegraph service and indeed industrialisation in general. They seemed to
misunderstand the implications of economic policy completely and there was very
little focus upon trade, commerce, or economic motives and rivalries and the way in
which they influenced international relations. This lack of appreciation of the key
issue led to a rather generalised listing approach which did not produce convincing
responses to the question. Other candidates did not examine the key issues in terms
of their influence upon international relations in the period. The knowledge and
understanding of other factors which influenced international relations was far more
secure, but this often led to unbalanced answers. Candidates in this question were
generally unable to examine the complexities of change over time and a meaningful
discussion of the key issues did not emerge. The overall quality of response was
disappointing although there were some excellent answers.
Q.2
Germany 1815-1914
To what extent was the impact of war mainly responsible for the development of
Germany in the period 1815-1914?
This question was more popular and the quality of response was marginally superior
to question one. The candidates were expected to evaluate the extent to which the
impact of war was mainly responsible for the development of Germany in the period.
Many candidates began their answers with a generalised focus upon the unification
of Germany which clearly was only part of the development of the country in the
period. For example, answers which began with: ‘The unification of Germany took
many different forms...’ inevitably led to an answer which not only did not cover the
period but which limited the scope of the candidate’s response. Furthermore, there
was often less than convincing discussion of the key issues in general and
candidates seemed eager to dismiss the impact of war before unloading all the other
factors which they felt helped in the development of Germany in the period. This lack
of appreciation of the key issue led to a rather generalised listing approach which did
not produce convincing responses to the question. Candidates in this question were
generally unable to examine the complexities of change over time and a meaningful
discussion of the key issues did not emerge. The overall quality of response was
disappointing although there were some excellent answers.
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PERIOD STUDY 8
ASPECTS OF THE HISTORY OF EUROPE, c.1878-1989
SECTION A
Q.1
International relations, 1918-1945
‘The search for collective security was an unrealistic aim in the period 1918-1939.’
Discuss.
This was the more popular question in this round of examinations. Most candidates
were able to produce a generally relevant answer although fully developed specific
answers to the question were rare. Some candidates began their responses in a
generalised way which meant that the response that they produced was often
misdirected. For example, some began their responses with: ‘During the period
collective security was missed and achieved....’ or ‘The success of collective security
can be divided into two periods...’ or ‘there were many flaws in collective security...’
All these approaches meant that the candidates produced rather generalised
responses to the topic of collective security rather than answering the precise
question set. Obviously, candidates were not adapting their notes to meet the
demands of the specific question. They must engage with the key words in the
question in order to produce a specific and meaningful discussion of the key issues.
In many cases candidates did not focus upon the view that collective security was an
unrealistic aim. Some merely concentrated upon the failures of collective security in
the period. The more successful responses challenged the concept and argued that it
was a realistic aim but that other factors such as the ambition of individual powers
such as Italy and Germany actually were responsible for its failure. Obviously the
flaws within collective security were explored by many candidates but that was as far
as some answers went. Some of the arguments were very secure, however, the
deployed facts were not always relevant to answering the precise question set.
Q.2
International relations 1945-1989
‘Problems in Europe in the period 1945-1989 were mainly caused by fear of Soviet
ambition’. Discuss
This question should really have posed few problems for candidates but this was
often not the case in practice. Some candidates had difficulty with the concept of
Soviet ambition and extended narratives of the provocative actions taken by the
Soviet Union often emerged. Usually the factual knowledge related to this issue was
secure and often meaningful evaluation of the key issues did emerge. However, this
was usually followed by a listing of a range of other factors which produced a two
“half essay” approach to answering the question set, rather than a meaningful debate
about the key issues. Some answers were too mechanistic and candidates often
missed opportunities to integrate a discussion of the various factors in the context of
the question set. Few candidates were confident enough to challenge the notion that
Soviet ambition was mainly responsible for problems in the period by suggesting that
in fact on occasion the Soviet Union was engaged in trying to relieve tensions and
remove problems. Most candidates examined the evidence in the immediate post
war period and reached the conclusion that Soviet ambition was exemplified in her
desire for unlimited expansion elsewhere. Whilst these answers were often
reasonably supported they did not consider the period as a whole or the forces at
work which created problems. Candidates would have done better to consider the
problems of the period and then evaluate whether or not the Soviet Union was
responsible for creating them. This would have at least led to a more evaluative and
less mechanistic approach towards answering the question.
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SECTION B
Q.1
Germany 1878-1989
To what extent were economic issues mainly responsible for the development of
Germany in the period 1878-1989?
This was the more popular question and the quality of response was decent in this
round of examinations. Most candidates attempted to discuss the impact of economic
issues upon the development of Germany in the period. The balance of many
answers remains heavily weighted upon the earlier period up to 1945 and many
candidates missed the opportunity to develop their answers further and provide fuller
synoptic coverage of the period. Often candidates spent too much time on the key
issues and failed to integrate the discussion of the other factors influencing the
development of Germany in the period. Some candidates paid little attention to the
Second Reich and it was clear that candidates felt more confident in dealing with
issues in the post First World War era. Many candidates chose to divide the period
up into sections and whilst this allowed them to pinpoint some of their pre prepared
evaluation it did not lead to a coherent synoptic response to the question set. Some
candidates in their haste to cover the period often resorted to narrative of some of the
key developments so that although an understanding of change in the period
emerged, there was little appreciation of the complexity of change overall. Many
answers continue to be dominated by a series of mini-judgements which often
disturbed the flow of the answer as a whole.
Q.2
Russia, 1881-1989
To what extent were economic issues mainly responsible for the development of
Russia in the period 1881-1989?
This question was not as popular but the quality of response was better in this round
of examinations. Candidates were expected to evaluate to what extent economic
issues were mainly responsible for the development of Russia in the period. Most
candidates were able to engage with economic issues in the period and some of the
better responses argued that not only did economic issues have a positive impact
upon development but were also a negative force. Most candidates were aware of
the necessity of covering the period but there continued to be too much focus upon
the earlier period. The latter period often covered in one or two paragraphs. Most
candidates were able to discuss a range of other factors that were responsible for the
development of Russia in the period but they were not always fully debated in the
context of the key issue. Answers which attempted to integrate the arguments were
rare although occasionally some candidates tried to link economic issues to
government policy and thus leadership. Some also tried to show that economic
issues were driven by the impact of war. Few candidates referred to the economic
push of the 1890s but the NEP, War Communism and collectivisation received
greater focus and almost routine treatment. However, there were only passing
references to the latter period. As a result, fuller synoptic responses once more failed
to emerge. Candidates were all too ready to delve into the repression and brutality of
the various regimes without fully evaluating the key issue in context.
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IN-DEPTH STUDY 1
WALES AND THE TUDOR STATE, c.1529-1588
Q.1
Economic activity and social change in Wales, c. 1534-88
‘The most significant development in Wales in the period 1534-88 was the increase
in poverty and vagrancy’. Discuss.
It is clear that in spite of evidence to suggest that candidates had acquired a great
deal of knowledge on economic activity and social change in Wales during the
sixteenth century they did not expect the question that confronted them. The
candidates were unable to use their knowledge to answer the question effectively so
that, in the main, they did not really focus on the question set. The result was a topicbased response that hovered between the mid to top of Level 2 and the bottom of
Level 3. The candidates, it seems, preferred to concentrate on the rise of the gentry
and the creation of landed estates but by doing so they failed to properly consider, let
alone evaluate, the increase in poverty and vagrancy. A clue as to the significance or
importance of poverty and vagrancy was included in last year's report:
the candidates might have been able to contrast the rise of the gentry with the
decline of a substantial number of the commons or lower classes into poverty
and vagrancy. Was this latter development the most significant of the period?
Naturally, some consideration of the phrase the most significant development was
central to success in this question. Those candidates that offered a meaningful
discussion/evaluation of the development/increase in poverty and vagrancy (the
lower orders in the specification) set against other factors such as the creation of
landed estates, the growth in industry, trade and towns or the spread of anglicisation,
would have been rewarded.
Q.2
The Elizabethan Church Settlement and religious change in Wales, c. 1559-88.
To what extent did Bishop Richard Davies make the most important contribution to
religious developments in Wales in the period 1559-88?
No candidates attempted this question.
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IN-DEPTH STUDY 2
REBELLION AND REPUBLIC, c.1629-1660
Q.1
Personal Rule and Conflict with Parliament, c.1629-42
‘The most significant cause of conflict between the Crown and Parliament was
finance’. Discuss.
This proved to be the most popular question with a majority of candidates well aware
of the main reasons for Parliament’s conflict with the Crown. However, far too many
candidates offered a sketchy response on finance, and instead preferred to focus on
other causes of conflict. Indeed, some abler candidates found it difficult to integrate
finance into their argument. Although the question was focussed on 1629-1642, due
consideration was given to those candidates who provided a brief synopsis of the
problems that had beset the crown's relations with Parliament between 1625 and
1629. Unfortunately, some candidates focused too much on this period with the result
that the essay lacked balance. Although Parliament was not in session until 1640, a
focus on Ship Money and the other financial devices implemented during the
Personal Rule was a topic worthy of exploration since former parliamentarians like
Hampden and Pym became embroiled in the opposition to the King. When
Parliament re-assembled such men could give vent to their bitter resentment against
the actions of the king. Many candidates adopted a narrative framework in which to
present arguments which naturally tended to limit their opportunities to provide a
clear focus on the demands of the question. The more enlightened candidates were
able to demonstrate a clear link between Parliament's desire for an increased
involvement in government and the use of financial controls to achieve this,
especially in the first session of the Long Parliament. Those who considered the
importance of the Bishops' Wars in increasing Charles I's reliance on Parliament
were able to develop a strong argument in favour of the interpretation.
Q. 2
Cromwell and the Interregnum, c. 1649-60.
‘During the Interregnum, Cromwell did not rule the country: the army did.’ Discuss.
This question clearly struck a chord with many candidates, who demonstrated a clear
opinion on the issue which was supported through reference to events such as the
setting up of the Major Generals or Cromwell's rejection of the Crown. Those
candidates who had a clear understanding of the key issue were able to offer a
counter argument and write convincingly about the role of the Army in relation to
Cromwell’s position and power. However, this often resulted in a two-sided response
which made it harder for candidates to produce a fully integrated answer. Many
candidates discussed Oliver Cromwell's role as Lord Protector, but fewer addressed
the fact that he was Commander in Chief of the army throughout the Interregnum.
Those candidates who emphasised the stresses and tensions involved in being both
a military and a civilian leader provided the most cogent responses. Indeed, these
were done through clear and sustained focus on the question asked, targeting the
key issues with developed discussion that was integrated and balanced in the
judgement offered.
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IN-DEPTH STUDY 3
REFORM AND PROTEST IN WALES AND ENGLAND, c.1830-1848
Q.1
Peel and Reform, c.1834-1846
'Sir Robert Peel provided strong and consistent leadership of the Conservative party
in the period 1834-1846'. Discuss.
Candidates were expected to provide a judgement on whether Sir Robert Peel
provided strong and consistent leadership of the Conservative party. The better
answers consider examples of strong leadership such as his role in the crises of
1834 and 1839, the new direction signalled in the Tamworth Manifesto, the rebuilding
of party organisation and the broad appeal of his economic, fiscal and free trade
policies. Several excellent answers showed genuine insight into Peel’s difficulties in
convincing the Tory backwoodsmen of the merits of his vision of conservatism whilst
acknowledging his, at times, arrogant and insensitive treatment of backbenchers.
Examiners were interested to see how candidates exemplified the subjective native
of historical interpretation: a few years ago candidates saw Peel as a prototype Tony
Blair, rebranding his party to appeal to the middle class: now he is seen as the
founder of Victorian liberalism forced to deal with the debts accumulated by the
previous government! A tendency to ignore part of the question was noted, weaker
candidates failed to address “strength” and “consistency” in their answers.
Q.2
The period of Rebecca, c. 1839-1843
‘"The Rebecca Riots frightened the government but achieved little else". Discuss.
This was a very popular question and the examiners noted a reduction in the number
of candidates who attempted to answer the question in the introduction. Most
candidates were quite sure that Rebecca’s achievements went beyond “frightening
the government” and listed an impressive number of successes. Some of these went
a little too far, claiming that Rebecca was responsible for the repeal of the Corn Laws
and the introduction of railways. Nonetheless there were many excellent responses
which delivered an appropriate and substantial judgement on the key issue
acknowledging that Peel’s government was profoundly disturbed by Rebecca and
outlining the positive achievements of the movement.
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IN-DEPTH STUDY 4
CHANGE AND CONFLICT IN WALES 1900-1918
Q.1
Education, religion and culture in Wales, c.1900-1914
To what extent were educational issues mainly responsible for change in Wales,
1900-1914?
No candidates were seen that had attempted this question.
Q.2
Wales and the War 1914-1918
‘There was enthusiastic support for the war effort in Wales throughout the period
1914-18.’ Discuss.
Many candidates were placed at Level 3 for making an attempt to answer the
question set in a generally balanced way. Most answers focussed on whether there
was support for the war effort or not, but not many actually discussed whether that
support deserves the title of ‘enthusiastic’, and even less the varying nature of
support ‘throughout the period 1914-1918’. However, most produced generally
balanced essays indicating that while many supported the war effort, the strike
actions seen and some religious opposition showed that the support was not
wholesale despite initial success with recruitment and working towards war
production targets. Some did produce one half of the essay saying ‘yes it was’, while
the other half argued ‘no it wasn’t’, but this type of answer does not really
meaningfully evaluate the issue set in the question.
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IN-DEPTH STUDY 5
BRITAIN 1929-1939
Q.1
British foreign policy, 1929-1939
‘Between 1929-1939, foreign policies were followed that went against Britain’s
interests.’ Discuss.
Many candidates were placed at Level 3 for making an attempt to answer the
question set in a generally balanced way. Candidates needed to address such
questions in an evaluative way however and an approach whereby one half of the
essay says ‘yes they did’, which another half argues ‘no they didn’t’, did not really
meaningfully evaluate the question set. There remained also the over-emphasis on
foreign policy after 1937 at the expense of the earlier period and candidates needed
to be aware that whole period coverage was essential in order to progress within
Level 3. However, the quality of answers is improving and many candidates are
clearly attempting to focus on the particular question set and weigh up the potential
merits and shortcomings of the key area in the question. Candidates, in many cases,
did debate such issues as the interests of the British public, economic necessity,
whether avoiding war was in Britain’s interest, whether cooperating with dictators
such as Mussolini was really the best course of action and whether Britain put too
much faith in collective security or the beliefs and desires of prominent British
politicians at the time. Evaluating these key issues was sure to gain good marks.
Q.2
Depression and recovery, 1933-1939
‘The years 1933-1939 should be remembered more as a period of development
rather than a period of despair.’ Discuss.
As with question 1, many candidates were placed at Level 3 for making an attempt to
answer the question set in a generally balanced way. Candidates needed to address
such questions in an evaluative way however and an approach whereby one half of
the essay says ‘yes it does, which another half argues ‘no it doesn’t’, did not really
meaningfully evaluate the question set. Candidates’ knowledge of the period in some
cases was confined to depression and despair, and therefore some did not have the
necessary depth of knowledge in order to fully explore and evaluate the issue at
hand. However, some good answers were evident, especially in those centres which
had ensured their candidates had a firm contextual understanding of the period.
Historiography was not required, and is not rewarded in this paper
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IN-DEPTH STUDY 6
THE GERMAN REFORMATION, c.1500-1555
Q.1
Charles V and the German Reformation, 1515-1555
'Charles V's failure to control the Princes of Germany was the most significant factor
in the establishment of Lutheranism in Germany.' Discuss.
There was a fairly even take up for both questions but there was however, a
tendency for Question 1 to provide more narrative and mechanistic responses. Here
answers tended to focus more on the general failings of Charles V and the
weaknesses of his Empire. Rehearsed paragraphs were provided on his failings and
the reasons for them which paid little regard to the set enquiry; these responses are
unable to score highly. It is essential that the candidates’ response is focused on the
question that they have been set; whether the Emperor’s failure to control the Princes
was a significant factor in the establishment of Protestantism. Lists of Diets and
princely encounters were provided, often at random, but what could be learned from
these events? A sustained, evaluative approach is required. Charles’ failure to curb
Luther at Worms was a major contribution to growing princely independence which
was confirmed by their leadership of the crushing of the Peasants War. The
Schmalkadic League’s formation confirmed their growing political and military status
which was illustrated by their growing defiance at Imperial Diets. Charles V however,
also found himself undecided how best to proceed because of his concerns over the
French and Turks and his dysfunctional relationship with the papacy. Augsburg in
1555 confirmed the status of the Princes and their key role in the progress of
Lutheranism. There is a need for candidates to be clear about the distinction between
Protestantism and Lutheranism, economic and social factors, taxes and tithes. Not all
Princes were Protestant or joined the Schmalkaldic League and Trent was crucial to
the success of the Counter Reformation.
Q.2
The Peasants’ War
To what extent were Luther's ideas the most important cause of the Peasants War?
The answers here about Luther’s ideas being an important cause of the Peasant’s
War, were on the whole more balanced and evaluative. There was a need however,
for responses to focus on ideas and not Luther’s actions. It is essential that
candidates focus on the key words in the question and fashion their response to
these. Luther’s ideas on Sola Fide, Sola Scriptura, the Priesthood of all Believers and
priestly authority, were crucial to changing perceptions of the church and authority in
general. These developments occurred because Luther’s protest took place in the
context of deep-rooted economic hardship, long-standing social concerns and a
rapidly spreading radical reformation. It should also be noted that some centres have
adopted the technique of answering the question in the first paragraph, disagreeing
with it in the second and coming to a radically different conclusion when attempting
their final judgement. These yes/no responses will not help candidates access the
higher levels.
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IN-DEPTH STUDY 7
THE FRENCH REVOLUTION, c.1774-1795
Q.1
The Terror, c.1792–1795
'Robespierre’s main concern during the Terror was the personal pursuit of power.'
Discuss.
This was the most popular question with candidates. The question invited candidates
to consider to what extent Robespierre’s main concern during the Terror was the
personal pursuit of power. Most candidates were able to discuss examples of
Robespierre amassing power during the Terror such his elimination of political
opponents and the Cult of the Supreme Being. Many also attempted to offer
explanations for Robespierre’s behaviour such as the need to deal with threats to the
Revolution, control the economy, satisfy the demands of the sans-culottes and create
a republic based on virtue. A number of candidates viewed the question as an
opportunity to provide narrative accounts of Robespierre’s contribution to the
Revolution and the terror. These candidates invariably lacked the evaluative
approached necessary for higher level marks. Fewer candidates attempted to
evaluate the relative importance of these factors and, thereby, answer the question
set.
Q.2
The Church and the Revolution, c.1789–1795
'The nationalisation of Church land was the most significant development affecting
the Catholic Church during the French Revolution'. Discuss.
A limited number of candidates attempted this question. The question invited
candidates to consider whether the nationalisation of Church land was the most
important change to affect the Catholic Church during the Revolution. Most
candidates were able to discuss the impact of the National Assembly’s initial
legislation relating to the Church such as the abolition of the tithe and the loss of its
privileged position in society. Many also attempted to discuss the impact of later
legislation, in particular the Civil Constitution of Clergy, the Clerical Oath and the
dechristianization campaign. Unfortunately, most candidates listed these changes.
Fewer candidates attempted to evaluate the relative significance of these factors
and, thereby, answer the question set.
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IN-DEPTH STUDY 8
THE CRISIS OF THE AMERICAN REPUBLIC c.1848-1877
Q.1
Abraham Lincoln and the Crisis of the Union, c.1848-1865
'It was Abraham Lincoln's leadership that gave the North victory in the Civil War'.
Discuss.
Candidates were asked to provide a judgement on the importance of Abraham
Lincoln’s leadership in northern victory. There were many well informed answers to
this question illustrating to Lincoln’s success in picking the winning team of Grant and
Sherman, his grasp of military strategy, his success in articulating a vision of victory
and the means to achieve it and his developing ability to co-ordinate northern war
capacity. Many good answers rightly emphasised alternative explanations such as
the weakness of Confederate government, the mistakes of Jefferson Davis, the
failure of southern strategy and the preponderance of Northern economic and military
muscle. Lincoln’s conversion to a more radical approach to emancipation was also
seen as a war winner. Weaker responses tended to give narratives of events rather
than a sustained evaluation of the reasons for northern victory.
Q.2
Reconstruction, c.1863-1877
To what extent was the eventual failure of Reconstruction mainly caused by
opposition and resistance from white southerners?
Examiners saw very few answers to this question. It was hoped to see a judgement
on the reasons for the failure of reconstruction and in particular on the role of white
opposition and resistance. The residual strength of this opposition was clearly an
important issue but other issues such as the failure of republican government in the
south, the failure to guarantee black civil rights, endemic corruption and the mixed
record on economic reconstruction should have featured. The national political
situation in 1876-77 and the political compromises necessary could also have
featured in explanations for the demise of reconstruction.
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DEPTH STUDY 9
NAZI GERMANY, c.1933-1945
Q.1
Support, opposition and resistance within the Third Reich, 1933-1945
'Opposition to the Third Reich, in the period 1933-1945, failed mainly because the
majority of Germans were enthusiastic supporters of the regime.' Discuss.
This continues to be by far the more popular question and there were more promising
and less mechanistic responses to the question set. There were some outstanding
answers. However, it was clear that some centres were expecting a support focus in
this question and to that end they must have been partially disappointed. In order to
fully answer this question the candidates needed detailed knowledge of all aspects of
the specification. Many candidates found it challenging to select appropriate
knowledge from the whole specification to answer the question set. It was clear that
in the weaker responses the focus upon why the opposition failed, which was the key
issue, was often under-developed. Some candidates wrote a response which
discussed the reasons for support followed by the reasons for opposition. These
types of responses inevitably were placed either at the top of Level 2 or crept into the
bottom of Level 3. Some candidates either gave reasons why there was enthusiastic
support or debated the issue of enthusiastic support. However, both approaches
failed to answer the question set. They tended to examine the effects of terror,
propaganda and Nazi policies and then indirectly made the assertion that this
explains why opposition failed. In these types of responses there was often very
limited focus, or, no focus whatsoever upon the range of opposition groups.
However, this rather generalised approach failed to answer the question set.
Candidates are advised to think about the key issues before attempting to answer the
question. The better responses, and there were many, engaged with the demands of
the question set. They looked at a range of different opposition groups and then
weighed up the extent to which enthusiastic support was mainly responsible for their
failure. They provided specific and supported arguments rather than making
generalised and very speculative assertions. Some argued that whilst support
underpinned the failure of opposition there were also specific other factors to
consider and that they differed from group to group. These candidates also focussed
upon propaganda and terror but they gave them a specific focus with reference to
enthusiasm and illustrated their arguments throughout.
NB: Centres are once again strongly advised to teach all aspects of support,
opposition and resistance in this unit.
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Q.2
Germany: war and defeat, 1939-1945
To what extent were Britain and the USA mainly responsible for Germany's defeat in
the Second World War?
This question was attempted by fewer candidates and although the quality of
response was generally not as good there were some excellent answers. Many
candidates used a very mechanistic approach towards answering the question.
Some routinely trawled their way through a range of factors pointing out why they
were significant in bringing about Germany’s defeat. This was not a meaningful
debate. Much of what was written often took the shape of unsupported assertions.
What was required in this question was an evaluation of the key issues in the context
of a range of other factors. Many candidates chose to overdo the contribution of
Britain and the USA focussing on major battles instead of evaluating their
contribution as a whole. This often led to excessive narratives which although sound
factually tended to drift away from answering the precise question set. Candidates
need to make more subtle analysis of the issues and reach judgements which
consider the interrelationship of different factors. This allowed the candidates to
engage in ‘active thinking’ which is a pre-requisite of higher levels of response. Most
candidates tended to reach a judgement that it was either Britain and America or the
Soviet Union that was mainly responsible for Germany’s defeat. Few candidates
made the more subtle judgements, for example that the war in the west enabled the
Soviet Union to be successful in the east because it created a logistical nightmare for
the Germans. On the other hand rapid allied success in the West owed much to
heavy German commitment in the east!
GCE History – HY3 & HY4 Examiners Report Summer 2012/ED
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