GCSE
HISTORY A
90402A The American West 1840–1895
Mark scheme
9040
June 2014
Version/Stage: 1.0 Final
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any amendments
made at the standardisation events which all associates participate in and is the scheme which was
used by them in this examination. The standardisation process ensures that the mark scheme covers
the students’ responses to questions and that every associate understands and applies it in the same
correct way. As preparation for standardisation each associate analyses a number of students’
scripts: alternative answers not already covered by the mark scheme are discussed and legislated for.
If, after the standardisation process, associates encounter unusual answers which have not been
raised they are required to refer these to the Lead Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular
examination paper.
Further copies of this Mark Scheme are available from aqa.org.uk
Copyright © 2014 AQA and its licensors. All rights reserved.
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this
booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any
material that is acknowledged to a third party even for internal use within the centre.
MARK SCHEME – GCSE History A – 90402A – June 2014
GENERAL CERTIFICATE OF SECONDARY EDUCATION
HISTORY SPECIFICATION A
A
Introduction

Consistency of Marking
Consistency of marking is of the essence in all public examinations. This factor is particularly
important in a subject like History which offers a choice of specifications and a choice of options
within them. It is therefore of vital importance that assistant examiners apply this marking scheme
as directed by the Principal Examiner in order to facilitate comparability with the marking of all the
other History specifications and options offered by the AQA.

Subject Content
The revised specification addresses subject content through the identification of ‘key questions’
which focus on important historical issues. These ‘key questions’ give emphasis to the view that
History is concerned with the analysis of historical problems and issues, the study of which
encourages all candidates, but particularly the more able, to make judgements grounded in
evidence and information.

The Assessment Objectives (AOs)
AO1
Assessment Objectives
% weighting
Recall, select and communicate their knowledge and
understanding of history
30
Demonstrate their understanding of the past through
explanation and analysis of:
AO2

key concepts: causation, consequence, continuity,
change and significance within an historical context

key features and characteristics of the periods studied
and the relationship between them
30
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
40
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, 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
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MARK SCHEME – GCSE History A – 90402A – June 2014
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 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 sub-question.
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MARK SCHEME – GCSE History A – 90402A – June 2014
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.
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.
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MARK SCHEME – GCSE History A – 90402A – June 2014
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.
E
Assessment of Spelling, Punctuation and Grammar
Spelling, punctuation and grammar will be assessed via questions 2(c) or 3(c) in Section B.
Four marks will be allocated for Spelling, Punctuation and Grammar in these questions.
The performance descriptions are provided below.
High performance
4 marks
Candidates spell, punctuate and use the rules of grammar with consistent accuracy and effective
control of meaning in the context of the demands of the question. Where required, they use a wide
range of specialist terms adeptly and with precision.
Intermediate performance
2-3 marks
Candidates spell, punctuate and use the rules of grammar with considerable accuracy and
general control of meaning in the context of the demands of the question. Where required, they
use a good range of specialist terms with facility.
Threshold performance
1 mark
Candidates spell, punctuate and use the rules of grammar with reasonable accuracy in the
context of the demands of the question. Any errors do not hinder meaning in the response. Where
required, they use a limited range of specialist terms appropriately.
The marks allocated for Spelling, Punctuation and Grammar will achieve a total weighting
of 5% of the total marks for the qualification.
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MARK SCHEME – GCSE History A – 90402A – June 2014
Section A
The Struggle for the Plains
Question 1
(a)
What do Sources A and B suggest about the attack at Sand Creek?
Target:
(b)
4
Comprehension and inference from historical sources (AO3)
Candidates either submit no evidence or fail to address the question
0
Level 1:
Answers that select details from the sources
Eg Source A shows the cavalry attacking the Indians.
1
Level 2:
Answers that draw a simple inference from the sources
Eg the picture shows that it was a surprise attack.
Level 3:
Answers that develop a complex inference from the sources
Eg Source B shows that it was an unjustified attack. Chivington was liar.
4
What different view of the attack at Sand Creek is suggested by Sources C and D?
Explain your answer using Sources A, B, C and D.
6
Target:
Comprehension and inference from a comparison of historical sources
(AO3)
Candidates either submit no evidence or fail to address the question
Level 1:
Answers that select details from Sources C and/or D
Eg Source C shows the Indians and the soldiers shooting at each other.
Level 2:
Answers based on a comparison of details in source(s) C/D and
Source(s) A/B
Eg in Source A the soldiers are in the Indians’ village but in Source C they are
outside it.
OR
Answers based on simple inference(s) from source(s) C/D and Source(s)
A/B
Eg the impression in Source C is of a great victory against the Indians,
Source D says that they taught the Indians a lesson.
Level 3:
2-3
Answers based on complex inferences in Sources C/D and Source(s)
A/B
Eg in Source B the blame is on Chivington but in Source D it is on the
Indians. In Sources A and B the manner of the attack is sneaky and cruel and
uncivilised but in Sources D and C it is justified, necessary and to be
celebrated.
0
1-2
3-4
5-6
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MARK SCHEME – GCSE History A – 90402A – June 2014
(c)
Why do you think Sources A and B have a different view to Sources C and D?
Explain your answer using Sources A, B, C and D and your knowledge.
Target:
Deduction and understanding of the different ideas and attitudes and
how they might be related to different circumstances (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Answers that select details from sources
OR
Answers that say how the sources are different
Eg they are different because Source A has a cannon in it and C does not.
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:
Answers that show simple reasoning based on the differences in place,
or author, or time, or audience
Eg Source A was drawn by an Indian who was there in 1864 but Source C is
painted by someone who wasn’t and had to make it look good to make
money from selling it.
3-4
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:
Answers that show developed reasoning based on the differences in
ONE of the following - place, author, time, or audience
Answers will probably be based on how the authors acquired information or
their intentions in writing.
Eg Source B is by someone who can see both sides – whites and Indians
views. He has drawn a sketch that looks like it records the event as evidence.
Bent probably gave evidence to the enquiry. Whereas Byers is protecting his
friends from Colorado, and who read his paper, by saying they did a good
thing. He knew how bitterly the white people hated the Indian attacks and
would have wanted to justify their actions and criticise the government’s
attempts to blame them.
5-6
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.
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MARK SCHEME – GCSE History A – 90402A – June 2014
Level 4:
Answers that show developed reasoning based on the differences in
TWO or more of the following - place, or author, or time, or audience
Eg Wynnkop was part of the government that guaranteed the safety of the
Indians and perhaps he felt guilt or wanted to avoid blame for letting the
attack happen. He seems anxious to down play Chivington’s account of the
effectiveness of his attack, saying not so many were killed. Source C wants to
sell a painting showing the event as glorious perhaps to the sort of people
who lived in Colorado and read Byer’s newspaper.
7-8
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 A – 90402A – June 2014
(d)
How useful is Source E for understanding the lives of Indians on the reservations?
Explain your answer using Source E and your knowledge.
Target:
An evaluation of utility (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Answers that assert a source or sources is/are useful or not because
it/they tell(s) us something about the lives of Indians on the
reservations
Answers may select details from the sources to support the answer
Eg Source E is useful because it shows the Indians looking frightened and
holding starvation rations.
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:
Answers that explain that one source is useful or not because of its
provenance in relation to the lives of Indians on the reservations
Eg Source E is useful because it shows that some whites knew that the
Indians were being badly treated and that many people in the east would
see this and feel sympathy for the Indians.
OR
Answers that explain that Source E is useful or not through an
understanding of the content of the picture in relation to the lives of
Indians on the reservations
Eg Source E is useful for showing that the Indians were often starving on
the reservations but it does not tell us that they had to farm and had to send
their children to the white man’s schools. They could not use their own
religion.
3-4
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 A – 90402A – June 2014
Level 3:
Answers that explain the usefulness of the source by commenting on
both its provenance and of its content in relation to the lives of Indians
on the reservations
Answers that comment in the main on one aspect either content or
provenance in depth and mention the other aspect should be marked at this
level.
Eg Source E is useful because it shows that there were people who realised
after all the Indians were on reservations in 1890 that the Indians were
poorly treated there and exploited as in the cartoon by agents who grew fat
on exploiting the thin Indians. The point of the cartoon is to explain the long
term cause of Indian dissatisfaction.
5-6
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:
Answers that explain the usefulness of the source by commenting in
detail on both its provenance and of its content in relation to the lives
of Indians on the reservations
Eg the source is useful because it was from the time of the Ghost dance
movement. In the summer of 1890 the Sioux’s crops failed in the drought
and then they listened to the Ghost dance prophet, Wovoka. The Indians
were badly treated on the reservations and desperate for food and wanted
their old lives back, this led to Wounded Knee. It is critical of Uncle Sam in
the form of the Indian Agent who profits from the subjugation of the Indians
and when they have so little the cartoonist realises they will rebel when it is
their only option. The magazine wants whites in the East to realise that the
Indians are not to blame. There are many reasons why whites did not think
they had to respect or treat the Indians well many of these go back to the
conflict before the Indians went on to reservations. Many whites must have
read about Wounded Knee and been ashamed.
7-8
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 A – 90402A – June 2014
(e)
Why did the Indians lose the struggle for the Great Plains?
Target:
An understanding and evaluation of causation (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
10
Answers that provide general statements, describe single factors or
factual details of the Indians losing the struggle for the Plains
Eg the white people killed the buffalo.
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:
Answers that comment briefly on several factors, to do with the Indians
losing the struggle for the Plains
Eg the Indians relied on the buffalo for most of their needs, food, clothing,
shelter, heat. The white armies defeated them and harassed them across the
Plains. Many white settlers came westwards and took the land from the
Indians. The technology of the whites overcame the Indians.
Answers that identify and explain one factor, in depth to do with the
Indians losing the struggle for the Plains
Eg the white buffalo hunters slaughtered the herds. The Indians relied upon
these to sustain their lifestyle. By 1875 the southern herds had disappeared.
The hunters sent the hides east to the tanning industry. So the railway helped
here. The discovery of a process to make high quality leather from hides sent
the price of hides up. With high-powered rifles the hunters could wipe out
thousands of animals at a stand. The northern herds were destroyed by 1883.
The buffalo supplied everything the Indians needed – clothes, food, shelter
etc. The Indians lost the basis for their lives on the Plains.
3-5
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:
Answers that recognise and explain several factors to do with the
Indians losing the struggle for the Plains in specific detail
Eg there were powerful reasons why the whites wanted the Plains they
wanted to farm it as in Source A. The homesteaders wanted to army to clear
the Indians away. The US government supported the settlers. Many people
believed it was the Manifest Destiny of the whites to conquer the whole
continent. The transcontinental railroad was an important tool. It supplied
army bases, hunters shot buffalo and its completion split the great buffalo
herd in two. Gold and cattle ranching brought more white men onto to the
Plains. Gold brought Indians and whites into direct conflict, cattle used the
land that the Indians had hunted on. The army were usually better equipped
than the Indians with artillery or Gatling guns. The Indians were unwilling to
suffer heavy losses in battles so they could never fight on equal terms.
6-8
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.
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MARK SCHEME – GCSE History A – 90402A – June 2014
Level 4:
Answers that develop out of level 3 and evaluate the relative importance
of individual factors or come to a summary assessment about the
factors involved or provide details of the links between factors
Eg the determination of the white people to conquer the Plains married with
their superior technology meant that it was inevitable that the whites would
succeed and the Indians lose the struggle for the Plains. The Indians lacked a
unity of purpose other than to resist or preserve their lifestyle. The whites saw
the Indians as an obstacle; the Indians wanted to be whereas the whites
wanted to become.
9-10
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 A – 90402A – June 2014
Section B
Law and Order
Question 2
(a)
Why was the Johnson County War important?
Target:
Understanding of the key features of the period (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
Level 2:
4
0
Explanation shows recognition and simple understanding of the key
feature mentioned in the question
Answers will show simple recognition of the Johnson County War
Eg the Johnson County War happened in 1892 when the Wyoming Stock
Growers Association thought they would teach the small ranchers a lesson
because they thought they had been rustling they sent in hired guns – the
regulators – but it all went wrong.
1-2
Explanation shows understanding in a broader context of the period
Answers will show knowledge of some distinctive features of the
Johnson County War
Eg the Johnson County War is important because it shows many things. It
shows the corruption in government because the Governor and the larger
cattle barons got the regulators off the charge. They had their photograph
taken so they obviously thought they could get away with it. However they
couldn’t this was the last of the old style ‘wars’ where powerful forces threw
their weight around because gun law was giving way to federal law.
3-4
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MARK SCHEME – GCSE History A – 90402A – June 2014
(b)
Using Source F and your knowledge, explain how the problems of law and order were
in the American West were dealt with.
Target
Understanding of the key features of the period (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Discusses the source only
OR
Describes the problems of law and order
Eg there was cattle rustling and horse stealing. Billy the Kid stole horses.
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:
Level 3:
Considers a singular cause (probably based upon the source offered)
and/or mentions other aspects related to the tackling of the problems of
law and order
Eg the Vigilantes made everyone think twice about committing crimes. If the
area was lawless and the government did not help then people took the law
into their own hands. They caught the offenders or warned them off. The
Vigilantes ‘tried’ them and punished them with whipping or hanging which
looks like it might happen here in Source F.
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.
Explains more than one cause related to the tackling of the problems of
law and order. At this level responses will explain more than one or two
aspects apart from those suggested in the source
Eg the government appointed judges – three for each state or territory. They
also appointed US marshals to each state. Government action was not the
only thing making the West a safer place. The victims became stronger. The
railway companies introduced express cars made entirely of steel and
containing armed guards. They put posse vans full of armed men ready for
pursuit. Train robberies reached a peak in 1900 and then began to tail off.
The stage coaches had armed guards as well ‘to ride shotgun’. There were
also Ranger forces in Texas and in Arizona who were a mounted police force.
The Pinkerton Detective Agency was started in 1850. It hunted down armed
gangs like the James gang.
3-5
6-8
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.
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MARK SCHEME – GCSE History A – 90402A – June 2014
(c)
How important was the geography of the West, amongst other factors, in causing
violence and lawlessness?
12
SPaG
Target:
An understanding and evaluation of causation (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
4
Answers that provide general statements, describe single factors or
factual details of the lawlessness or causes of it
Eg people carried guns, they expected to defend themselves, and it was part
of the culture.
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:
Answers that comment briefly on several factors, to do with the causes
of lawlessness. Answers at this level are likely to assume the
importance of factor(s)
Eg the presence of so much gold and people had little protection and few
banks. If you were robbed then the system of values in the West meant that
you had to look out for yourself and settle your own problems. The willingness
to resort to violence affected big business like cattle barons and the railroads.
The distances between towns meant lawbreakers could get away easily.
OR
Answers that identify and explain one factor, in depth, to do with the
causes of lawlessness which may be the geography of the West.
Answers at this level are likely to assume the importance of the factor
Eg one cause of lawlessness was due to racial attacks. Many Chinese people
migrated to the US where they helped build the railroads. They were often
attacked in mining and cow towns. People were frightened about competition
for jobs. In 1885 in Rock Springs, Wyoming 51 Chinese people were killed in
a racial attack.
3-6
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 A – 90402A – June 2014
Level 3:
Answers that recognise and explain several factors to do with the
causes of lawlessness in specific detail. Answers at this level may begin
to evaluate the importance of factor(s)
Eg robberies and violence were the main cause of lawlessness. Law and
order was a problem because of the large distances between places. The
different groups of people such as blacks, Chinese, Europeans, Mexicans
and Indians made a volatile mix. There were many potential economic
conflicts between homesteaders and ranchers, cowboys and townsfolk cattle
barons and small ranchers. There was a shortage of law enforcement officers
and government did not spend money of training or enforcement. Cattle
rustling was a serious problem as the Johnson County War shows.
7-10
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:
Answers that develop out of level 3 and evaluate the relative importance
of individual factors or come to a summary assessment about the
factors involved or provide details of the links between factors
Eg the great distance between settlements and the weakness of the system
for catching criminals meant that violence and disorder could flourish and it
was simply very hard to catch wrongdoers.
11-12
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 A – 90402A – June 2014
Section B
Early Settlers
Question 3
(a)
What was the Great American Desert?
Target:
Understanding of the key features of the period (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
Level 2:
4
0
Explanation shows recognition and simple understanding of the Great
American Desert
Eg the weather was tough on the Plains it was cold and very hot. The early
maps marked the Plains as a desert. The homesteaders had to cope with the
wind.
1-2
Explanation shows understanding in a broader context of the period
Answers will show knowledge of some distinctive aspects of the weather and
land on the Great Plains.
Eg the climate of the plains was hot in the summer (up to 40°C) and very cold
in winter (well below 0°C). Early white travellers marked it as ‘The Great
American Desert’. There were few natural resources for example there were
no trees on the Plains to provide wood for heating, cooking, shelter and to act
as a barrier to the high winds that were there.
3-4
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MARK SCHEME – GCSE History A – 90402A – June 2014
(b)
Using Source G and your knowledge, explain why it was difficult and dangerous to
journey west in the 1840s and 1850s.
Target:
Understanding of the key features of the period (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Discusses the source only
OR
Describes the journey West across the Plains before 1860
Eg the migrants had a very long journey if they went across the Plains. It
would take several months.
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:
Considers a singular aspect (probably based upon the source offered)
and/or mentions other aspects related to the dangers of the journey
West across the Plains before 1860.
Eg the problem for the migrants was to know who was a friendly Indian and
who was not. Obviously Jane Gould faced hostile Indians but sometimes
friendly Indians could turn against you like the Cayeuse and the Sagars in
1847.
3-5
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:
Explains more than one aspect related to the dangers of the journey
West across the Plains before 1860
At this level responses will explain more than one or two aspects apart from
those suggested in the quotation
Eg in crossing the 3800 kms of the trip to California they had to deal with
Indians attacks. One of the problems was to stay healthy as there were many
diseases that the migrants could catch but many people got ‘camp fever’.
There was the danger of accidents and Indian attacks or buffalo stampedes.
The story of the Donner party shows what happened if you did not cross the
Sierras before the snow came.
6-8
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.
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MARK SCHEME – GCSE History A – 90402A – June 2014
(c)
How important was religious persecution, amongst other factors, in causing people to
travel across the Great Plains in the 1840s and 1850s?
SPaG
Target:
4
An understanding and evaluation of causation (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
12
Answers that provide general statements, describe single factors or
factual details to do with the movement of people across the Plains in
the 1840s and 1850s
Eg the Mormons were unable to live amongst non-Mormons so they set out to
Salt Lake City in 1846. Brigham Young led them. He planned it all and they
set up Winter Quarters.
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:
Answers that comment briefly on several factors, to do with the reasons
for the movement of people across the Plains in the 1840s and 1850s
Answers at this level are likely to assume the importance of factor(s)
Eg the reasons why white people settled are many. The West offered relative
cheap land. There was overcrowding in the eastern cities, there was
unemployment. Many people thought it was a paradise out west.
Answers that identify and explain one factor, in depth to do with the
reasons for the movement of people across the Plains in the 1840s and
1850s which may be religious persecution
Answers at this level are likely to assume the importance of the factor.
Eg Manifest Destiny was the belief that God intended the white to take over
the Plains and use it for farming. The Indians appeared to be wasting the land
that could be farmed. The way to fulfil their destiny was to flood the plains
with people and let them know they were doing God’s will. The white people
believed they were civilising. Many pictures expressed this idea.
3-6
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 A – 90402A – June 2014
Level 3:
Answers that recognise and explain several factors to do with the
reasons for the movement of people across the Plains in the 1840s and
1850s in specific detail
Answers at this level may begin to evaluate the importance of factor(s).
Eg Manifest Destiny was a powerful element in making people go west. They
thought they were doing God’s work using the Plains for farming. Many
pictures reinforced the idea and expressed the belief that the Indians were
wasting the land. They believed they were civilising. However there were
many reasons why white people. The lure of the cheap land in the West was
great when there was overcrowding in the eastern cities. Also there was
unemployment and wage cuts of 40% in the east. Many people thought it was
a paradise out west. So there was a mixture of push and pull.
7-10
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:
Answers that develop out of level 3 and evaluate the relative importance
of individual factors or come to a summary assessment about the
factors involved or provide details of the links between factors
Eg the hope of a better life for their children was reinforced by the white
culture which had religious overtones that they were fulfilling God’s purpose.
Many people had nothing to lose and everything to gain.
11-12
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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