GCSE
HISTORY B
90451 International Relations: Conflict and Peace in the 20th Century
Mark scheme
9045
June 2014
Version/Stage: V1.1 Final
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any amendments
made at the standardisation events which all associates participate in and is the scheme which was
used by them in this examination. The standardisation process ensures that the mark scheme covers
the students’ responses to questions and that every associate understands and applies it in the same
correct way. As preparation for standardisation each associate analyses a number of students’
scripts: alternative answers not already covered by the mark scheme are discussed and legislated for.
If, after the standardisation process, associates encounter unusual answers which have not been
raised they are required to refer these to the Lead Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular
examination paper.
Further copies of this Mark Scheme are available from aqa.org.uk
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
GENERAL CERTIFICATE OF SECONDARY EDUCATION
HISTORY SPECIFICATION B
A Introduction
 Consistency of Marking
Consistency of marking is of the essence in all public examinations. This factor is particularly
important in a subject like History which offers a choice of specifications and a choice of
options within them. It is therefore of vital importance that assistant examiners apply this
marking scheme as directed by the Principal Examiner in order to facilitate comparability with
the marking of all the other History specifications and options offered by the AQA.
 Subject Content
The revised specification addresses subject content through the identification of ‘key
questions’ which focus on important historical issues. These ‘key questions’ give emphasis to
the view that History is concerned with the analysis of historical problems and issues, the
study of which encourages all candidates, but particularly the more able, to make judgements
grounded in evidence and information.
 The Assessment Objectives (AOs)
Assessment Objectives
AO1
Recall, select and communicate their knowledge and
understanding of history
% weighting
32
Demonstrate their understanding of the past through
explanation and analysis of:
AO2
 key concepts: causation, consequence, continuity,
change and significance within an historical context
32
 key features and characteristics of the periods
studied and the relationship between them
Understand, analyse and evaluate:
AO3
 a range of source material as part of an historical
enquiry
 how aspects of the past have been interpreted and
represented in different ways as part of an
historical enquiry
36
 Levels of Response Marking Schemes
The mark scheme which follows is of the ‘levels of response’ type showing that candidates
are expected to demonstrate their mastery of historical skills in the context of their knowledge
and understanding of History. All candidates take a common examination paper – there is no
tiering. Consequently, it is reasonable to expect to encounter the full range of attainment and
this marking scheme has been designed to differentiate candidates’ attainment by outcome
and to reward positively what the candidates know, understand and can do.
Before scrutinising and applying the detail of the specific mark scheme which follows,
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assistant examiners are required to familiarise themselves with the instructions and guidance
on the general principles to apply in determining into which level of response an answer
should fall and in deciding on a mark within that particular level.
Good examining is, ultimately, about the consistent application of judgement. This mark
scheme provides the necessary framework for exercising that judgement but it cannot cover
all eventualities. This is especially so in a subject like History, which in part relies upon
different interpretations and different emphases given to the same content.
B Question targets and Levels of response
 Question targets
The mark scheme for each question is prefaced by an assessment objective ‘target’. This is
an indication of the skill which it is expected candidates will use in answering the question and
is directly based on the relevant assessment objectives. However, it does not mean that other
answers which have merit will not be rewarded.
 Identification of Levels of response
There are several ways in which any question can be answered – in a simple way by less
able candidates and in more sophisticated ways by candidates of greater ability. In the
marking scheme different types of answers will be identified and will be arranged in a series
of levels of response.
Levels of response have been identified on the basis that the full range of candidates entered
for the GCSE examination will be able to respond positively. Each ‘level’ therefore represents
a stage in the development of the candidate’s quality of thinking, and, as such, recognition
by the assistant examiner of the relative differences between each level descriptor is of
paramount importance.
 Placing an answer within a Level
When marking each part of each question, examiners must first place the answer in a
particular level and then, and only then, decide on the actual mark within the level, which
should be recorded in the margin. The level of response attained should also be indicated
at the end of each answer. In most cases, it will be helpful to annotate the answer by noting
in the margin where a particular level has been reached, eg Level 1 may have been reached
on line 1, L3 on line 5 and L1 again on line 7. When the whole answer has been read and
annotated in this way, the highest of the Levels clearly attained and sustained should be
awarded. Remember that it is often possible to reach the highest level without going through
the lower levels. Marks are not cumulative for any question. There should be no ‘totting up’
of points made which are then converted into marks. Examiners should feel free to comment
on part of any answer if it explains why a particular level has been awarded rather than one
lower or higher. Such comments can be of assistance when the script is looked at later in the
awarding process.
If an answer seems to fit into two or more levels, award the higher or highest level.
 What is a sustained response?
By a sustained response, we mean that the candidate has applied the appropriate level of
thought to the particular issues in the sub-question.
A response does not necessarily have to be sustained throughout the whole answer, but an
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answer in which merely a few words seem to show a fleeting recognition of historical
complexity is not sufficient to attain a higher level.
In some cases, as you read an answer to a sub-question, it will be clear that particular levels
have been reached at certain points in the answer. If so, remember to identify them in the
margin as you proceed. At the end of the sub-question, award the highest level that has been
sustained.
In other cases you may reach the end of the sub-question without having been able to
pinpoint a level. In such cases, simply record the level awarded at the end of the subquestion.
C Deciding on marks within a level
A particular level of response may cover a range of marks. Therefore, in making a decision
about a specific mark to award, it is vitally important to think first of the lower/lowest mark
within the level.
In giving more credit with the level, examiners should ask themselves several questions
relating to candidate attainment. The more positive the answers, the higher should be the
mark awarded. We want to avoid ‘bunching’ of marks. Levels mark schemes can produce
regression to the mean, which should be avoided. At all times, therefore, examiners should be
prepared to use the full range of marks available for a particular level and for a particular
question. Remember – mark positively at all times.
Consider whether the answer is:
 precise in its use of supporting factual information
 appropriately detailed
 factually accurate
 appropriately balanced, or markedly better in some areas than in others
 set in the historical context as appropriate to the question
 displaying appropriate quality of written communication skills
 Note about indicative content
The mark scheme provides examples of historical content (indicative content) which
candidates may deploy in support of an answer within a particular level. Do bear in mind that
these are only examples; exhaustive lists of content are not provided so examiners might
expect some candidates to deploy alternative information to support their answers.
This indicative content must not however determine the level into which an answer is placed;
the candidate’s level of critical thinking determines this. Remember that the number of
points made by a candidate may be taken into account only after a decision has been taken
about the quality (level) of the response.
 Some things to remember
Mark positively at all times.
Do not be afraid to award maximum marks within a level where it is possible to do so. Do not
fail to give a maximum mark to an appropriate answer because you can think of something (or
the marking scheme indicates something) that might be included but which is missing from
the particular response.
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Do not think in terms of a model answer to the question. Every question should be marked on
its merits.
As a general rule, give credit for what is accurate, correct or valid.
Obviously, errors can be given no credit but, at the same time, the existence of an error
should not prejudice you against the rest of what could be a perfectly valid answer.
It is important, therefore, to use the full range of marks where appropriate.
Do not use half marks.
D Some practical points
 Answers in note form
Answers in note form to any question should be credited in so far as the candidate’s meaning
is communicated. You must not try to read things into what has been written.
 Diagrams, etc
Credit should be given for information provided by the candidates in diagrams, tables, maps
etc, provided that it has not already been credited in another form.
 Answers which run on to another sub-section
If a candidate starts to answer the next sub-section in an earlier one, by simply running the
answer on, give credit for that material in the appropriate sub-section.
 Answers which do not fit the marking scheme
Inevitably, some answers will not fit the marking scheme but may legitimately be seen as
worthy of credit. Assess such answers in terms of the difficulty/sophistication of the thought
involved. If it is believed that the ‘thought level’ equates with one of the levels in the marking
scheme, award it a corresponding mark.
Make sure you identify such cases with an A (for alternative) in your sub-total, eg as B2A/3.
Also write a brief comment to explain why this alternative has been awarded.
If in doubt, always telephone your Team Leader for advice.
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0
1
In August 1914 Germany declared war on Russia.
Describe the Schlieffen Plan which Germany used at the start of the First World War.
[4 marks]
Target:
Level 1:
Level 2:
Description of key features and characteristics
Candidates either submit no evidence or fail to address the question.
0
Basic description
Any general relevant comment
Eg it was a German war plan; made by Von Schlieffen
1
Either
detailed description of limited aspects
Eg develops one of the following:
Made to avoid a war on two fronts; it was to attack the French first;
defeat the French in six weeks; France would not expect an attack
from the North; Russia would take a long time to mobilise; defeat the
French quickly and then go East to defeat Russia; attack through
Belgium; Belgium was neutral; brought GB into war; plan changed by
Moltke.
2-3
One accurate idea which goes beyond simple/general (2 marks), two
for 3 marks.
Or
Limited description of a wider range of aspects
Eg outline description of the Schlieffen Plan.
Level 3:
Detailed description of several aspects
Eg at least two of the points mentioned in the first part of level 2.
4
Or could give 3 accurate ideas on any relevant point(s).
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0
2
Source A gives the impression that the Entente Cordiale was directed against Germany.
Do you agree that this was the main reason why Britain and France made the Entente
Cordiale?
Explain your answer by referring to the purpose of the source, as well as using its content
and your knowledge.
[6 marks]
Target:
Level 1:
Use of knowledge and evaluation of source to reach a
conclusion (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question.
0
General response relying on source or learned response
Eg the Entente was between GB and France, Germany was not
included.
Source British therefore biased etc.
1
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
Uses general knowledge to agree/disagree with the
interpretation/gives simple explanation of how the interpretation
came about
Eg shows some general awareness of the Entente Cordiale and/or
the nature of German opposition etc.
Or simple comments/inferences on the source, identifies GB and
French figures; looks like they are married etc – a cartoon therefore
meant to be funny, so not serious etc.
2-3
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
Level 3:
Agrees or disagrees either using source or own knowledge
Eg
Either
Evaluation of provenance of source: eg identifying
motive/purpose/audience such as seen as a warning to Germany, in
context; promoting idea of Entente in GB; reassuring the British
public that they are not alone against Germany - reflecting hostility of
people to Germany (navy, Empire etc); overcoming doubts in GB
over alliance as France traditionally an enemy.
4-5
Or
Explains the specific terms of the Entente – not military, colonial over
Egypt, Morocco etc; end of splendid isolation; could refer to its
growth later due to Germany’s policy; explains the fear of GB and FR
(navy, Alsace Lorraine etc).
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The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Uses source and knowledge to reach conclusion
Both parts of level 3.
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
6
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0
3
Which of the following reasons was more responsible for the outbreak of the First World
War in 1914:
•
•
Kaiser Wilhelm’s foreign policy
the assassination of Franz Ferdinand
You must refer to both reasons when explaining your answer.
[10 marks]
Target:
Analysis and explanation of events leading to causation
(AO1/AO2)
Candidates either submit no evidence or fail to address the question.
Level 1:
Simple descriptive comment and/or gives one reason
Eg Kaiser Wilhelm wanted to increase Germany’s land/Empire etc.
Assassination led to A/H blaming Serbia; was done by the Black
Hand etc.
Must cover both bullet points for top of level.
0
1-2
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Either
Develops one cause
This starts with description at the bottom of the level, then
explanation and assessment which focuses on the question
Eg describes KW’s foreign policy – his wish to make Germany the
greatest nation in the world – Weltpolitik.
Explanations – could cover how KW was jealous of the British
Empire – wanting a place in the sun with development etc.
Assesses the effect of this policy by showing understanding and
using this to comment on its contribution to WW1 – supporting the
build-up of the German army/naval race, trying to test the Entente by
challenging France in Morocco and the consequences of this – effect
of this on GB and France and their alliance plus effect on Kaiser –
was it the main reason for war, or less important because the Naval
Race had subsided etc?
Describes the assassination;
Explanations could cover motives of Black Hand; why A/H reacted
with the ultimatum; Serbia’s response to the ultimatum and its
consequences; etc.
Assesses how it led to the outbreak of war: was it a cause or just the
excuse A/H wanted to weaken Serbia? Serbia supported by Russia;
Germany supported A/H therefore war broke out in the East;
identification that the Alliance System came into play if linked to
assassination e.g. by ultimatum.
Or
Covers both with some development or explanation
This will involve description or explanation of both with no
analysis or assessment and little focus on the question
One good explanation or two explanations of the same bullet point
3-6
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plus explanation of the other bullet point for top of level.
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
Level 3:
A selective and structured account covering both bullet points,
though one may be in greater depth, focused on the question or
establishing some argument
Eg an answer which explains both and supports the explanations
with good depth and command of knowledge can be placed at the
bottom of level 3.
Assesses the part played by the assassination in the outbreak of war
and explains KW foreign policy – 8 marks.
Assesses both by relating them to the outbreak of war – 9.
7-9
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Balanced, well argued answer linking both parts, focused on the
question
Eg reaches a reasoned conclusion based on Level 3 assessments.
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well structured
with an appropriate form and style of writing. Specialist vocabulary is
used effectively.
10
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0
4
Clemenceau represented France at the Paris Peace Conference which led to the Treaty of
Versailles.
Describe his main aims at this conference.
[4 marks]
Target:
Level 1:
Level 2:
Description of key features and characteristics
Candidates either submit no evidence or fail to address the question.
0
Basic description
Any general relevant comment.
Eg he wanted to punish Germany, wanted revenge; to make
Germany pay etc.
1
Either
Detailed description of limited aspects
Eg develops one of the following:
main aim to preserve the security of France; disarm Germany
to get revenge for Alsace/Lorraine;
to gain territory and resources to boost the French economy;
to make Germany pay for the damage etc; war guilt etc.
2-3
One accurate idea which goes beyond simple/general (2 marks), two
for 3 marks.
Or
Limited description of a wider range of aspects
Eg outline description of Clemenceau’s aims.
Level 3:
Detailed description of several aspects
Eg at least two of the points mentioned in the first part of level 2.
4
Or could give 3 accurate ideas on any relevant point(s).
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5
Source B suggests that Britain intended to punish Germany harshly at the Paris Peace
Conference.
Do you agree that this was Britain’s main aim?
Explain your answer by referring to the purpose of the source, as well as using its content
and your knowledge.
[6 marks]
Target:
Use of knowledge and evaluation of source to reach a
conclusion (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question.
Level 1:
0
General response relying on source or learned response
Eg powers did want to destroy Germany;
Source is British so is biased against Germany.
1
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
Uses general knowledge to agree/disagree with the
interpretation/gives simple explanation of how the interpretation
came about
Eg shows awareness of what happened to Germany in general
terms: (destroyed by reparations; GB fear of another war; to trade
with Germany; with no development of them)
Or simple comments on the provenance: British comment so would
want to be harsh on Germany; said by member of the
government/Cabinet with experience of the war.
2-3
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
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Level 3:
Agrees/disagrees using either source or own knowledge
Either
Evaluation of provenance of source: eg identifying
motive/purpose/audience such as statement made in election
campaign so purpose is to win popular support by threats/
denouncing Germany which was popular; may develop further
Geddes’ position in wartime government.
Or
Uses specific knowledge of the peace settlement to support or reject
the statement that Germany should be destroyed (reparations; war
guilt; Diktat; loss of land; military reductions; or comments on aims of
Lloyd George and more moderate settlement – wanted German
trade to recover quickly so trade with GB could resume, main aim
was to protect the dominance of the British Navy – fear that
Germany would turn to communism; fear of another war in context of
suffering in WW1).
4-5
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Uses source and knowledge to reach conclusion
Both parts of Level 3.
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
6
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6
Which of the following reasons was more responsible for the failure of the League of
Nations:
•
•
the organisation of the League
the League’s response to the Manchurian Crisis?
You must refer to both reasons when explaining your answer.
[10 marks]
Target:
Analysis and explanation of events leading to causation
(AO1/AO2)
Candidates either submit no evidence or fail to address the question.
Level 1:
Simple descriptive comment and/or gives one reason
The League didn’t meet very often.
Great Britain and France did not support the League in the crisis.
Must cover both bullet points for top of the level.
0
1-2
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
Either
Develops one cause
This starts with description at the bottom of the level, then
explanation and obtains top of level for assessment and focus
on the question
Eg describes the Assembly, Council and how they operated etc;
explanations could cover effect of all decisions having to be
unanimous, members had the power of veto, weakness of sanctions.
Effect of absence of USA, Russia and Germany – GB and France
had to lead; any explanation of effect of membership etc.
Assesses the effect of poor peace keeping powers/organisation on
the failure of the League – lack of effective sanctions in Manchuria –
no military force to use – needs to link weakness in organisation
directly to a crisis and explain how it led to failure of League etc.
Describes the Manchurian Crisis;
Explanations could cover why Great Britain was not prepared to risk
its fleet, France not sending troops, both countries suffering the
effects of the depression; Lytton Commission and its effects; etc.
Assesses how this failure to act effectively discredited the League
and led to its failure – Italy and Germany noted and later challenged
the League etc.
Or
Covers both with some development or explanation
This will involve description or explanation of both with no
analysis or assessment and little focus on the question
One good explanation or two explanations of the same bullet point
plus explanation of the other bullet point for top of level.
3-6
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
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and presented in a clear and effective manner.
Level 3:
A selective and structured account covering both bullet points,
though one may be in greater depth, focused on the question or
establishing some argument
Eg an answer which explains both and supports the explanations
with good depth and command of knowledge can be placed at the
bottom of level 3.
Assesses the part played by the organisation in the failure of the
League and explains its failure over Manchuria – 8 marks.
Assesses both and relates them to the failure of the League – 9
7-9
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Balanced, well argued answer linking both parts, focused on the
question.
Eg reaches a reasoned conclusion based on Level 3 assessments.
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
10
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7
Hitler became Chancellor of Germany in 1933.
Describe what Hitler did in his foreign policy before Germany remilitarised the Rhineland
in 1936.
[4 marks]
Target:
Level 1:
Level 2:
Description of key features and characteristics
Candidates either submit no evidence or fail to address the question.
0
Basic description
Any general relevant comment eg no-one opposed him, he kept
friendly with them; describes Hitler’s aims not policy.
1
Either
detailed description of limited aspects
Eg develops one of the following:
Withdrawal from the disarmament conference; withdrew from
League; supported failed Anschluss in 1934; Pact with Poland 1934;
Anglo-German Naval Treaty 1935; Occupation of the Saar 1935 and
its effect ;re-armament; conscription etc.
2-3
One accurate idea which goes beyond simple/general (2 marks), two
for 3 marks.
Or
Limited description of a wider range of aspects
Eg outline description of Hitler’s policies.
Level 3:
Detailed description of several aspects
Eg at least two of the points mentioned in the first part of level 2.
4
Or could give 3 accurate ideas on any relevant point(s).
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8
Source C suggests that the Anschluss of 1938 was supported by the Austrian people.
Do you agree that this was the main reason for the success of the Anschluss?
Explain your answer by referring to the purpose of the source, as well as using its content
and your knowledge.
[6 marks]
Target:
Use of knowledge and evaluation of source to reach a
conclusion (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question.
Level 1:
General response relying on source or learned response
Eg Austrian people gave a great welcome to Hitler which showed
their support for Anschluss.
Eg photograph so will be accurate/biased/staged etc.
0
1
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
Uses general knowledge to agree/disagree with the
interpretation/ gives simple explanation of how the
interpretation came about
Eg shows general awareness of Austrian support for the Anschluss
by reference to plebiscite and/or union of Germans; or shows how
Hitler marched/forced his way into Austria etc.
Or simple comments on provenance: published in German
newspaper so likely to be censored/biased towards Nazis; photo only
shows Vienna so may not be a true representation of Austria as a
whole etc.
2-3
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
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Level 3:
Agrees/disagrees using either source or own knowledge
Either
Evaluation of provenance of source: eg identifying
motive/purpose/audience such as photograph in German newspaper
so purpose is to show to the world/Europe how popular
Anschluss/Hitler/Nazis are in Austria; or to further strengthen Hitler’s
popularity in Germany.
Or
Uses specific knowledge of event to support or reject the idea that
main reason for Anschluss was support of Austrian people (quotes
figures to show massive support of Austrians in plebiscite; role of
Austrian Nazis in pressurising Austrian government; ‘invitation’ to
German army to intervene; Hitler’s foreign policy aim of German
speaking Reich in context of Austria; reference could be made to
failed coup of 1934; failure of GB and France to oppose; no
opposition from Italy).
4-5
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Uses source and knowledge to reach conclusion
Both parts of Level 3.
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
6
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9
Which of the following was more important as a reason for the Second World War:
•
•
Appeasement
Hitler’s occupation of Czechoslovakia, March 1939?
You must refer to both reasons when explaining your answer.
[10 marks]
Target:
Analysis and explanation of events leading to causation
(AO1/AO2)
Candidates either submit no evidence or fail to address the question.
Level 1:
0
Simple descriptive comment and/or gives one reason
Eg the Munich Agreement avoided war.
The collapse of Czechoslovakia meant that war would soon happen.
1-2
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
Either
Develops one cause
This starts with description at the bottom of the level, then
explanation and obtains top of level for assessment and focus
on the question
Eg describes policy of appeasement;
explanations could cover why Britain used appeasement – what
were the aims?, How Hitler gained the Sudetenland without fighting,
Czechoslovakia betrayed.
Assesses how appeasement led directly to war – could refer to
Munich and the effect it had on Hitler who was now convinced that
GB and France would not oppose him – how it led to the takeover of
Czechoslovakia and attack on Poland; the impression it gave the
USSR about GB and France which led to Nazi-Soviet Pact and
WW2.
Describes the occupation of Czechoslovakia in March 1939;
Explanations could cover the effect of this on Chamberlain and
appeasement; why it was different from the Sudetenland, Anschluss
etc.
Assesses how this led to the outbreak of war – change of attitude in
both Chamberlain and Hitler: guarantees made by Chamberlain to
Poland; effect on Hitler’s morale/policy - signed the Pact of Steel with
Mussolini – Hitler withdrew German non-aggression pact of 1934
with Poland/Naval agreement of 1935.etc.
Or
Covers both with some development or explanation
This will involve description or explanation of both with no
analysis or assessment and little focus on the question
One good explanation or two explanations of the same bullet point
plus explanation of the other bullet point for top of level.
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
3-6
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
and presented in a clear and effective manner.
Level 3:
A selective and structured account covering both bullet points,
though one may be in greater depth, focused on the question or
establishing some argument
Eg an answer which explains both and supports the explanations
with good depth and command of knowledge can be placed at the
bottom of level 3.
Assesses the part played by appeasement in the outbreak of war
and explains the occupation of Czechoslovakia –8 marks.
Assesses both and relates them to the outbreak of war - 9
7-9
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Balanced, well argued answer linking both parts, focused on the
question
Eg reaches a reasoned conclusion based on Level 3 assessments.
10
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
1
0
In 1945 the USA dropped the first atom bomb on Hiroshima in Japan.
Describe the effects of the dropping of this bomb.
[4 marks]
Target:
Level 1:
Level 2:
Description of key features and characteristics
Candidates either submit no evidence or fail to address the question.
0
Basic description
Any general relevant comment.
Eg it caused a lot of damage.
1
Either
Detailed description of limited aspects
Eg develops one of the following:
Details of type of destruction; second bomb on Nagasaki; surrender
of Japan; effect on USSR; nuclear arms race; long term effects on
people, radiation sickness etc.
Reward both short and long term effects.
2-3
One accurate idea which goes beyond simple/general (2 marks), two
for 3 marks.
Or
Limited description of a wider range of aspects
Eg outline description of the effects.
Level 3:
Detailed description of several aspects
Eg at least two of the points mentioned in the first part of level 2.
4
Or could give 3 accurate ideas on any relevant point(s).
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
1
1
Source D suggests that Soviet expansion into Eastern Europe was to protect their own
borders.
Do you agree that this was the main reason for Soviet expansion in Eastern Europe,
1945–1948?
Explain your answer by referring to the purpose of the source, as well as using its content
and your knowledge.
[6 marks]
Target:
Use of knowledge and evaluation of source to reach a
conclusion (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question.
Level 1:
General response relying on source or learned response
Stalin was responsible for the expansion so he will know his reasons;
USSR did gain control of Poland and Czechoslovakia; USSR did
lose more men that GB and USA in war etc.
0
1
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development
Level 2:
Uses general knowledge to agree/disagree with the
interpretation/gives simple explanation of how the interpretation
came about
Eg shows some general understanding of how USSR suffered during
the war or of the nature of the Soviet expansion after the war
mentioning other countries that were taken over by them and how
they all became communist etc.
Or makes simple comments on the provenance of the source: Stalin
defending himself against Churchill’s accusations.
2-3
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
Level 3:
Agrees/disagrees using either source or own knowledge
Either
Evaluation of the provenance of the source eg identifies
motive/purpose/audience – Stalin justifying his reasons for
expansion to world and Soviet people who had experienced the war,
and trying to turn the tables on Churchill who has branded him an
expansionist who wanted to control much of Europe.
Or
Shows specific knowledge of eg what Churchill said in his Iron
Curtain speech; the cost of the war to USSR; how Stalin had
betrayed the west by going back on the promises made at Potsdam
re the governments of Czechoslovakia and other countries in the
East; could refer to the Berlin Blockade to disagree with source;
explains Stalin’s methods e.g. rigged elections etc.
4-5
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Uses source and knowledge to reach conclusion
Both parts of Level 3.
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
6
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
1
2
Which was the more important cause of the development of the Cold War after 1945:
•
•
the Berlin Blockade and Airlift, 1948-1949
the formation of NATO (1949) and the Warsaw Pact (1955)?
You must refer to both causes when explaining your answer.
[10 marks]
Target:
Level 1:
Analysis and explanation of events leading to causation
(AO1/AO2)
Candidates either submit no evidence or fail to address the question.
0
Simple descriptive comment and/or gives one reason
Eg West Berlin was cut off/the Western Allies helped West Berlin.
NATO was the North Atlantic Treaty Organisation/Warsaw Pact was
the Soviet reply to NATO.
Must cover both bullet points for top of level.
1-2
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
Either develops one cause
This starts with description at the bottom of the level, then
explanation and obtains top of level for assessment and focus
on the question
Eg describes the Blockade/Airlift;
explanations could cover why Stalin enforced the Blockade or why
the West reacted with the airlift;
Assesses the effect of the Blockade and the Airlift on the
development of the Cold War – the formal division of Germany; the
arms race; the likelihood of open war; the formation of NATO linked
to the development of the Cold War etc.
Describes the composition of NATO/Warsaw Pact;
Explanation could cover the need for the alliances – mutual
suspicion; mounting fears, Soviet atomic bomb and US hydrogen
bomb; division of Europe, challenges to Soviet control in Eastern
Europe; West Germany and NATO 1955 – Soviet fear of a stronger
Germany, etc.
Assesses the threat to peace/their role in the development of the
Cold War – NATO partially surrounding the Warsaw Pact; Warsaw
Pact was seen as instrument of Soviet control; Europe divided into
two armed camps so any war would become large scale; importance
of the nuclear arms race; ‘Red phobia’ in America, etc.
Assessment of NATO can also be seen as A of Blockade if it is
explained as a consequence of Blockade.
3-6
Or covers both with some development or explanation
This will involve description or explanation of both with no
analysis or assessment and little focus on the question
One good explanation or two explanations of the same bullet point
plus explanation of the other bullet point for top of level.
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
Level 3:
A selective and structured account covering both bullet points,
though one may be in greater depth, focused on the question or
establishing some argument
Eg An answer which explains both and supports the explanations
with good depth and command of knowledge can be placed at the
bottom of level 3.
Assesses the part played by the Berlin Crisis in the development of
the Cold War and explains the formation of NATO and the Warsaw
Pact - 8 marks.
Assesses both and relates them to the development of the Cold War
– 9.
7-9
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Balanced, well argued answer linking both parts, focused on the
question
Eg reaches a reasoned conclusion based on Level 3 assessments
10
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
1
3
During the Cold War the Americans used U2 aircraft to spy on the Soviet Union.
Describe what happened when the U2 aircraft, piloted by Gary Powers, was shot down in
1960.
[4 marks]
Target:
Description of key features and characteristics (AO1/AO2)
Candidates either submit no evidence or fail to address the question.
0
Level 1:
Basic Description
Any general relevant comment.
Led to a crisis in relations between USA and USSR.
Pilot was captured.
1
Level 2:
Either
Detailed description of limited aspects
Photographs of the crashed plane, Khrushchev’s demand for an
apology.
Eisenhower’s denials of Soviet claims/USAs explanations.
Powers’ show-trial and sentence; exchange of spies.
Effects on the Paris Peace Conference and peaceful co-existence.
2-3
One accurate idea which goes beyond simple/general (2 marks), two
for 3 marks.
Or
Limited description of a wider range of aspects
Eg outline description of the Crisis.
Level 3:
Detailed description of several aspects
Eg at least two of the points mentioned in the first part of Level 2.
4
Or
Three accurate ideas on any point(s).
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
1
4
Source E suggests that the building of the Berlin Wall caused a lot of tension between the
USSR and the USA.
Do you agree that the building of the Berlin Wall was a danger to peace between the
superpowers in 1961?
Explain your answer by referring to the purpose of the source, as well as using its content
and your knowledge.
[6 marks]
Target:
Use of knowledge and evaluation of source to reach a
conclusion (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question.
Level 1:
0
General response relying on source or learned response
Eg Western allies had troops in West Berlin.
Source British therefore biased.
1
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
Uses general knowledge to agree/disagree with the
interpretation/gives simple explanation of how the interpretation
came about
Eg shows some general understanding of Cold War tensions high
after U2 Crisis/refugees moving from East to West Berlin.
– makes simple inferences re Charlie, stand-off of tanks etc.
Or makes simple comments on the provenance of the source –
British trying to show East Germany/Communists in a bad light; a
cartoon therefore meant to be funny, so not serious etc.
2-3
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
Level 3:
Agrees/disagrees using either source or own knowledge
Either
Evaluation of provenance of source: eg identifying
motive/purpose/audience such as West anxious to demonstrate that
West Berlin’s status under threat from the East – trying to justify
continued presence of Allied troops in West Berlin, to show East
Germany/Communists in negative light during ‘hot’ period of Cold
War by ridiculing what they have done re Wall; is its purpose to
ridicule the paranoia in USA, W Germany and USSR over the Wall
by showing it is of little danger, or is it illustrating the tension by
showing that a simple citizen can cause such panic – any idea of
purpose such as these would suffice etc.
Or
Develops knowledge of the Berlin Crisis – background: West Berlin’s
status/wealth and Khrushchev’s earlier attempts to remove Allied
troops; Khrushchev’s attempt to exploit perceived weakness of ‘new’
and inexperienced US President; arrival of further US troops in West
Berlin; explains reasons for the flow of refugees to West Berlin,
East’s attempts to restrict travel between the sectors – led to the
building of the Berlin Wall – could comment on whether this
increased or decreased tension in the area with supporting
knowledge; could make detailed reference to the stand-off of tanks
and its results which clearly prompted the source etc.
4-5
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Uses source and knowledge to reach conclusion
Both parts of Level 3.
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
6
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
1
5
Which leader did more to prevent the Cuban Missile Crisis from developing into nuclear
war:
•
•
President Kennedy of the USA
General Secretary Khrushchev of the Soviet Union?
You must refer to both leaders when explaining your answer.
[10 marks]
Target:
Analysis and explanation of events leading to causation
(AO1/AO2)
Candidates either submit no evidence or fail to address the question.
Level 1:
Simple descriptive comment and/or gives one reason
Kennedy set up a blockade; Khrushchev withdrew the missiles.
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
0
Either
Develops one cause
This starts with description at the bottom of the level, then
explanation and obtains top of level for assessment and focus
on the question
Describes the Crisis – descriptions are likely to include both leaders
so should be rewarded at 2 x D – 4 marks.
Explains why Kennedy regarded nuclear missiles on Cuba as a
threat and how he got rid of them.
Assesses the importance of Kennedy’s approach to the Crisis in
achieving a peaceful solution: alternatives he rejected - how this
made possible a non-war resolution – how his handling of the Crisis
gave Khrushchev a non-nuclear option to remove missiles and end
the Crisis without war.
Explains why Khrushchev placed missiles on Cuba – reasons for
Khrushchev’s decision to remove the missiles.
Assesses the importance of Khrushchev’s handling of the Crisis in
achieving a peaceful solution: his decision to turn back the ships
when they met the blockade and to remove the missiles from Cuba –
his conciliatory letter to Kennedy suggesting a solution - US missiles
removed from Turkey, setting up of ‘hotline’, etc – effect on Cold War.
1-2
3-6
Or
Covers both with some development or explanation
This will involve description or explanation of both with no
analysis or assessment and little focus on the question
One good explanation or two explanations of the same bullet point
plus explanation of the other bullet point for top of level.
The answer demonstrates developed understanding of the rules of
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
Level 3:
A selective and structured account covering both bullet points,
though one may be in greater depth, focused on the question or
establishing some argument
Eg an answer which explains both and supports the explanations
with good depth and command of knowledge can be placed at the
bottom of level 3.
Assesses the part played by Kennedy in finding a peaceful solution
and explains Khrushchev’s part – 8 marks.
Assesses both and relates them to a peaceful solution – 9.
7-9
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Balanced, well argued answer linking both parts, focused on the
question
Eg reaches a reasoned conclusion based on Level 3 assessments.
10
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
1
6
In January 1981 Ronald Reagan became President of the USA.
Describe how he developed America’s weapons in the years 1981 to 1985.
[4 marks]
Target:
Description of key features and characteristics (AO1/AO2)
Candidates either submit no evidence or fail to address the question.
0
Level 1:
Basic Description
Any general relevant comment.
Eg spent more money on weapons – started the arms race again.
1
Level 2:
Either
Detailed description of limited aspects
Eg describes one of the following: increase in military spending with
figures ($325 billion in 1980 increased to $456 billion in 1987),
weapons, neutron bomb, new bombers – stealth bomber -, missiles
in Europe.
SDI – explanation and effect.
Or
Limited description of a wider range of aspects.
Eg outline description of American weapons development.
Level 3:
Detailed description of several aspects
At least two of the points mentioned in the first part of Level 2.
Or
Three accurate ideas on any point(s).
2-3
4
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
1
7
Source F suggests that the USSR invaded Afghanistan to make sure that the people
remained free.
Do you agree that this was the main reason for the Soviet invasion?
Explain your answer by referring to the purpose of the source, as well as using its content
and your knowledge.
[6 marks]
Target:
Use of knowledge and evaluation of source to reach a
conclusion (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question.
Level 1:
0
General response relying on source or learned response
Communism was being challenged.
Soviet source, therefore biased.
1
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
Uses general knowledge to agree/disagree with the
interpretation/ gives simple explanation of how the
interpretation came about
Eg shows some general understanding of how the Soviets invaded
to support a Communist ally - because they were afraid of spreading
Muslim influence etc.
Soviet source, therefore biased with some comment – Brezhnev
trying to get support for the policy, trying to counter Western criticism
of the invasion.
2-3
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
Level 3:
Agrees/disagrees using either source or own knowledge
Either
Evaluation of provenance of source; eg identifying
motive/purpose/audience such as Soviet source, claiming that the
Soviets were freeing the people from oppression in order to justify
the Soviet action which was already under criticism at home and led
to heavy criticism from the West and the US Olympic boycott – to
show the US/the West in a negative light.
Or
Shows understanding of the events leading up to the invasion –
events in Afghanistan, Soviet fears that Amin, though a Communist,
was becoming too friendly with the West - fear that Muslim influence
would spread into the Soviet Union and de-stabilise the southern
republics – oil – attempt to balance US and Chinese attempts to
spread their influence in the region.
4-5
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4
Uses source and knowledge to reach conclusion
Both part of Level 3.
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
6
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
1
8
Which was the more important reason for the collapse of Communism in Eastern Europe:
•
•
the success of Solidarity in Poland
the collapse of East Germany and the end of the Berlin Wall?
You must refer to both reasons when explaining your answer.
[10 marks]
Target:
Analysis and explanation of events leading to causation
(AO1/AO2)
Candidates either submit no evidence or fail to address the question.
Level 1:
0
Simple descriptive comment and/or gives one reason
Solidarity opposed the Communists.
The Berlin Wall was opened.
1-2
The answer demonstrates simple understanding of the rules of
spelling, punctuation and grammar. It is generally coherent but basic
in development.
Level 2:
Either develops one cause
This starts with description at the bottom of the level, then
explanation and obtains top of level for assessment and focus
on the question
Eg describes the Solidarity Movement;
Explains why there was opposition to Communism in Poland in the
1980s and why this opposition resulted in a non-Communist
government in 1989.
Assesses the effect of these events and the emergence of the first
non-communist government in Eastern Europe on the collapse of
communism in Eastern Europe by linking them to events elsewhere
in Eastern Europe (including the USSR) – Gorbachev’s unwillingness
to support Jaruzelski, the breaks in the Iron Curtain (Hungary,
Czechoslovakia, East Germany, etc) – Gorbachev’s unpopularity in
USSR, Yeltsin and collapse of USSR.
Describes the coming down of the Berlin Wall;
Explains why the Communist regime in East Germany collapsed –
rising protests, Honecker’s refusal to carry out reforms and his
resignation – Krenz -why the wall was opened in November 1989.
Assesses the effect of these events on Eastern Europe and the
collapse of communism – not the first Communist regime to fall, but
perhaps had the most impact given the symbolic importance of the
Wall – followed by revolts elsewhere (Romania, Bulgaria), the reunification of Germany, the collapse of the Soviet Union etc.
3-6
Or covers both with some development or explanation
This will involve description or explanation of both with no
analysis or assessment and little focus on the question
One good explanation or two explanations of the same bullet point
plus explanation of the other bullet point for top of level.
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MARK SCHEME – GCSE HISTORY B – 90451 – JUNE 2014
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is reasonably well organised
and presented in a clear and effective manner.
Level 3:
A selective and structured account covering both bullet points,
though one may be in greater depth, focused on the question or
establishing some argument
Eg an answer which explains both and supports the explanations
with good depth and command of knowledge can be placed at the
bottom of level 3.
Assesses the effect of events in Poland and explains events in East
Germany. 8 marks.
Assesses both and relates them to the collapse of communism – 9.
7-9
The answer demonstrates developed understanding of the rules of
spelling, punctuation and grammar. It is well organised with an
appropriate form and style of writing. Some specialist vocabulary is
used.
Level 4:
Balanced, well argued answer linking both parts, focused on the
question
Eg reaches a reasoned conclusion based on Level 3 assessments.
The answer demonstrates highly developed/complex understanding
of the rules of spelling, punctuation and grammar. It is well
structured, with an appropriate form and style of writing. Specialist
vocabulary is used effectively.
10
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