MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/01 - THE ELIZABETHAN AGE, 1558-1603
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 165/01 - THE ELIZABETHAN AGE, 1558-1603
PROVISIONAL MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge
Question: Use Source A and your own knowledge to describe an
Elizabethan theatre.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
Eg: Source A shows that an Elizabethan theatre had a stage, covered seats
on the balconies and there was a flag flying.
LEVEL 2
Places source in its historical context; provides some background detail
(2/3)
Eg: An Elizabethan theatre was open to the air, as there was no artificial
lighting in those days. The flag was flown to show that a play was being
performed. The covered seats were for richer people and the open area in
front of the stage was the pit, where the poorer people (the ‘groundlings’)
stood.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge
Question: Use the information in Source B and your own knowledge to
explain how the lifestyle of the rich changed in Elizabethan
times.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source
only
(1/2)
Eg: The rich used bricks and stone to build magnificent mansions, which had
large glass windows. The houses of the rich Elizabethans had tapestries and
carpets, which they had not had before.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest mark
Eg: The rich in Elizabethan times were able to build houses out of brick with
large glass windows because it was a time of peace. Their homes did not
have to be fortified as in previous times. They took the opportunity to build in
the new Renaissance style. A new Tudor gentry class had been created.
They had acquired land as a result of the dissolution of the monasteries and
had become rich through trade. This allowed them to afford more luxuries for
the home.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source
Question: How useful is Source C as evidence to an historian studying
the government’s treatment of the poor?
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source
(1/2)
Eg: Source C is useful because it says that the poor had a weekly charity
payment. This was compulsory and any member of the parish refusing to pay
could be sent to prison by the JP.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content copies / paraphrases attribution (3)
Eg: Source C is useful because it shows that the government had taken steps
to help the poor in each parish, with the local JP implementing government
policy. The source is an extract from the Poor Law Act of 1601.
Deals with content of source well and considers origin of source
(4)
Eg: Source C, from the time, is a useful official account of how the
Elizabethan government addressed the problem of poverty in 1601. The
source provides ‘official’ evidence to an historian because it is from an act of
Parliament.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source
(5)
Eg: Source C, written at the time as an act of Parliament provides an historian
with very reliable evidence of the government’s treatment of the poor, right at
the end of Elizabeth’s reign, when poverty was a major issue. The source is
useful because it provides first-hand evidence of how the government
addressed the problem of the poor. As such, Source C should be very useful
to an historian studying the government’s treatment of the poor, but an
historian should also look at evidence which distinguishes between the
‘deserving’ poor and ‘able-bodied’ poor.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation
Question: In Source D the author is saying that life was not good for
people in Elizabethan times.
Is this a valid interpretation?
[8]
In your answer you should use your own knowledge of the topic, refer to the other relevant
sources in this question, and consider how the author came to this interpretation.
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree
or disagree with statement but with no real support
(1/2)
Eg: This is a valid interpretation. Source D says that the problems of poverty
and unemployment were serious.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks: A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred)
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian
Eg: The interpretation is generally invalid. Life had generally got better for
many Elizabethans as the reign had progressed. Source A shows an
Elizabethan theatre, where all classes of people could go to enjoy
Shakespearean plays and other entertainments; and Source B shows that the
rich were very well off. However, Source C shows that an act of Parliament
had to be passed in order to address the problem of poverty. The historian
will have reached his/her conclusion by looking at various kinds of evidence
from the time.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
Eg: The interpretation was written, with the benefit of hindsight, by a modern
historian, with the aim of informing pupils in a text book. Source D disregards
much of the evidence in the sources, particularly in Source A and B, which
shows that life could be enjoyable. However, it is also true that poverty was a
problem throughout much of the Elizabethan era which Elizabeth only
managed to address successfully right at the end of her reign. The
interpretation is partly valid.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What was the Privy Council?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: This was part of the government.
(1)
LEVEL 2
A more detailed and accurate description
(2)
Eg: The Privy Council was a small group that advised the Queen. It included
Elizabeth’s most important ministers and it usually numbered between 12 and
20 members.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain the role of Sir William Cecil (Lord Burleigh) in
Elizabeth’s reign.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
Eg: He was Elizabeth’s main adviser for most of her reign.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: As Elizabeth was unmarried, she needed a reliable adviser. Sir William
Cecil was appointed as first Secretary of State on the day that Elizabeth
became Queen. He had already served Henry VIII as adviser and Elizabeth
welcomed his experience. Cecil’s role was important because he had similar
religious ideas to Elizabeth and, like her, wanted to make England
prosperous, united and respected. Cecil’s role was to keep the balance
between the varying opinions in the government. He served Elizabeth for 40
years (1558-1598).
4
(1/2)
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important
government?
was
the
Royal
Court
in
Elizabeth’s
[5]
LEVEL 1
Generalised answer, making few relevant points
Eg: The Royal Court was an important part of Elizabeth’s government
because it included many important people.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
Eg: Many rich Elizabethans came to the Royal Court to be noticed by Queen
Elizabeth, hoping to be given an appointment which would give them an
income and greater status. Such people saw the Queen as their patron and it
paid to be loyal to her in the hope of being given further positions or for fear of
being dismissed. The Royal Court was important, therefore, because it
included important people who were loyal to the Queen.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
Eg: The Royal Court was important because it was the centre of affairs of
state. As well as people appointed through the system of patronage, the
Court included leading courtiers like Sir William Cecil and the Earl of
Leicester. The Court was important as it was part of the Elizabethan system
of government.
5
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the coronation of Elizabeth I.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: Elizabeth was crowned Queen of England.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
Eg: Elizabeth made a well-supported progress through the City of London, on
her way to Whitehall for her coronation. She was crowned as Queen
Elizabeth I of England at Westminster Abbey in 1558. The coronation was an
elaborate affair, costing at least £16,000. There were pageants and
celebrations and a great banquet at Westminster Hall for the Court and
nobility.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why Parliament began to challenge Elizabeth.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
Eg: Parliament began to challenge Elizabeth because they wanted more
power for themselves and they were worried because they did not know who
was going to succeed Elizabeth.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: Parliament challenged Elizabeth because they wanted to do more than
raise taxation and pass laws. Parliament wanted to discuss ‘matters of state’
– religion, the succession and foreign policy. The issue of the succession was
very important and so Parliament fought for the right to ‘freedom of speech’,
so that they could discuss Elizabeth’s successor. Elizabeth wanted to keep
‘matters of state’ as her own prerogative and this led to Parliament
challenging Elizabeth.
6
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: Did Elizabeth always deal successfully with the problems of
governing the country? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
Eg: Yes/no – she ruled for 45 years and is remembered as ‘Good Queen
Bess’/she was increasingly challenged by Parliament and Puritans at the end
of her reign.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
Eg: Elizabeth successfully ruled the country at the local level, through the
work of lord lieutenants and JPs and, at the national level, through the work of
the royal court, the privy council and through the work of leading ministers like
Cecil, Leicester and Walsingham. Although Parliament did become
increasingly challenging over affairs of state and freedom of speech,
Elizabeth was able to control it most of the time, using it successfully to pass
laws which benefited the country.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
Eg: During her long reign, Elizabeth managed to lead her country peacefully
and successfully against foreign threats. However, even though Parliament
developed during her reign, it increasingly challenged her rule. The money
that Parliament voted to fight the Armada, for example, was barely adequate
and after 1588 MPs increasingly stood up to Elizabeth, making it more difficult
for her to deal successfully with the problems of governing the country.
Elizabeth was less successful at the end of her reign, in dealing with the
problem of the Puritans, for example. Despite this, however, Elizabeth did
pass a Poor Law which served the country until 1834.
7
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What was a Catholic martyr?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: A Catholic who died for their religion.
(1)
LEVEL 2
A more detailed and accurate description
(2)
Eg: A Catholic martyr was a person like Father Campion or Father Parsons
shown above, who were prepared to risk their lives in an attempt to convert
England back to the Roman Catholic faith. Father Campion was executed in
1581.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why Mary, Queen of Scots, was executed.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
Eg: Mary was a Catholic and was a threat to Elizabeth.
(1/2)
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: Mary, Queen of Scots, was the focus of several Catholic plots against
Elizabeth. She claimed to be the rightful Catholic ruler of England and, as
such, was a major threat to Elizabeth. Mary was finally executed because she
was implicated in being involved in the Babington Plot to assassinate
Elizabeth.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was the translation of the Bible into Welsh in
1588?
[5]
LEVEL 1
Generalised answer, making few relevant points
(1/2)
Eg: The translation of the Bible into Welsh helped to save/preserve the
Welsh language.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
Eg: The translation of the New Testament into Welsh in 1567 was a first step
to translating the whole Bible. It took six years for William Morgan to translate
the whole Bible into Welsh and this was achieved by 1588. The translation of
the Bible into Welsh was important because it was allowed by Elizabeth I,
who ordered that ‘one Bible be put in every church throughout Wales so that
all who speak Welsh can read and understand’.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
Eg: The translation of the Bible into Welsh was important because it reflected
a change in Elizabeth’s policy and was intended to make the Welsh into loyal
supporters of Elizabeth’s Protestant Church. The Welsh language was given
a new lease of life and this version of the Welsh Bible lasted for 400 years.
8
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the Religious Settlement of 1559.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: This was the settlement that made England a Protestant country.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
Eg: The Religious Settlement of 1559 was based on two acts: the Act of
Supremacy which made Elizabeth Supreme Governor of the Church of
England; and the Act of Uniformity which made it compulsory to attend the
Church of England. Anyone not attending church on Sundays had to pay a
recusancy fine for non-attendance. The Settlement was intended to create a
Protestant Church, but with some toleration for Catholics.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why the Puritans became a threat to Elizabeth.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
Eg: Puritans were a threat to Elizabeth because they challenged her
Religious Settlement more and more towards the end of her reign.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: There were different kinds of Puritans, including Puritans in religion (who
wanted to ‘purify’ the Church of England) and Puritans in state (who often
opposed Elizabeth’s decisions in Parliament). Puritans were a threat to
Elizabeth because, after the defeat of the Armada in 1588, they increasingly
demanded reform in religion and became symbols of opposition to Elizabeth
in Parliament. John Penry was executed for criticising Elizabeth’s religious
policy; and Peter Wentworth stood up to Elizabeth in Parliament.
9
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: How well did Elizabeth deal with religious controversy during
her reign? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
Eg: Elizabeth dealt well with religious controversy – her Religious Settlement
satisfied most of the people/she did not deal well – the Catholics were a
threat up to 1588 and the Puritans after that time.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
Eg: Elizabeth generally dealt successfully with religious problems during her
reign because her ‘middle way’ Religious Settlement – through the Act of
Supremacy and the Act of Uniformity - created a Church of England that
satisfied the majority of people in England. The Catholic plots for the most
part were quelled, with the execution of Mary, Queen of Scots, putting an end
to serious threats from the Catholics. In order to win over the people of Wales
to her religious changes, she allowed the translation of the Bible into Welsh.
However, the Elizabethan Religious Settlement was challenged at the end of
her reign with the emergence of Puritanism.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
Eg: Catholic worship was not always eliminated during Elizabeth’s reign: the
Act of Uniformity was often ignored and increasingly recusancy fines were
levied. When John Penry was hanged in 1593, the Puritans had a martyr and
this may have strengthened the Puritan beliefs. Elizabeth dealt adequately
with religious problems during her reign, but not always with complete
success.
GCSE History MS - Paper 01 - The Elizabethan Age (Summer 2008)/ED
10
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MS1
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GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/02 – POPULAR MOVEMENTS IN WALES
AND ENGLAND, 1815-1845
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 165/02 – POPULAR MOVEMENTS IN WALES AND ENGLAND, 1815-1845
PROVISIONAL MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge
Question: Use Source A and your own knowledge to describe the
activities of the Rebecca rioters.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
Eg: Rebecca rioters attacked toll-gates.
LEVEL 2
Places source in its historical context; provides some background detail
(2/3)
Eg: Rebecca rioters attacked toll-gates because they were symbols of their
oppression. They usually attacked at night and disguised themselves by
blackening their faces and wearing female clothing. They also sent
threatening letters to landowners.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge
Question: Use the information in Source B and your own knowledge to
explain why the Swing Riots happened.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source
only
(1/2)
Eg: The Swing Riots happened because of the poverty of the farmers.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest mark
Eg: Farm labourers throughout southern and eastern England were suffering
poverty because of a depression in agriculture. There was considerable
unemployment and labourers took their revenge on farmers and landowners
by attacking and setting fire to their property. The rioters were especially
aggrieved at the use of threshing machines, which deprived them of seasonal
work.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source
Question: How useful is Source C as evidence to an historian studying
the causes of rural protest?
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source
(1/2)
Eg: Source C is useful because it says that the Rebecca Riots were caused
by excessive taxes, especially the tolls. The rioters took out their revenge by
attacking toll-gates.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases attribution (3)
Eg: Source C is useful because it tells us that the tolls charged at the tollgates were a primary reason for the Rebecca Riots – they had ‘sparked the
rural discontent into a flame’. The source was written by a reporter for The
Times newspaper.
Deals with content of source well and considers origin of source
(4)
Eg: Source C, written at the time, gives a graphic insight into the main cause
of the Rebecca Riots. It is primary evidence, an eye-witness account,
because we know that Thomas Campbell Foster was sent from London to
report on the riots. We know that he had won the sympathy of the rioters, who
even allowed him to attend some of their meetings.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source
(5)
Eg: Source C was written to inform the public in England, more so than in
Wales, about the rural disturbances in west Wales and to make the
government aware of what was happening. T C Foster was sympathetic
towards the rioters and, from that point of view, the source may be biased.
The source is useful to an historian studying the causes of the Rebecca Riots,
but an historian would have to look elsewhere for information regarding the
causes of the Swing Riots, for example.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation
Question: In Source D the author is saying that rural protests like the
Rebecca Riots were caused by extreme poverty.
Is this a valid interpretation of the courses of rural protest?
In your answer you should use your own knowledge of the
topic, refer to the other relevant sources in this question, and
consider how the author came to this interpretation.
[8]
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support
(1/2)
Eg: The interpretation is valid. There was extreme poverty in the farming
districts of southern and eastern England, as well as in west Wales. The
interpretation is not valid as there were many causes of rural protest,
including unemployment and excessive tolls.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks: A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred)
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian
Eg: The interpretation is mostly valid. Source B backs up the interpretation, in
attributing the Swing Riots to poverty. However, the interpretation does not
take into account the evidence of Source A which shows, inscribed on the tollgate, that there were other causes of rural protest, like church rates, tithes
and the poor law; and Source C shows that the tolls were also a cause of
rural protest. The source is from a modern historian.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
Eg: The interpretation was written, with the benefit of hindsight, by a modern
historian, as a text book for use in schools. The historian is a specialist in
agricultural history and would have looked at lots of different types of
evidence to reach his conclusion. However, his interpretation does not take
into account reasons beyond poverty in south-west Wales.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: Who was Dic Penderyn?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: A rioter in Merthyr.
(1)
LEVEL 2
A more detailed and accurate description
(2)
Eg: Dic Penderyn was an ironworker at Merthyr who was accused of being a
leader of the riots. He was hanged and since has been regarded as a martyr.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why working conditions caused unrest in Merthyr
Tydfil in 1831.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
Eg: Because they made life very difficult for people.
(1/2)
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: Working conditions were very harsh and dangerous in Merthyr Tydfil in
1831, whether working at the blast furnace in the iron industry, or mining coal
and limestone, for example. The harshness of the conditions created a feeling
of solidarity/unity amongst the workers, who rose up against injustices like a
cut in wages, in 1831.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was the Court of Requests in the Merthyr
Rising?
[5]
LEVEL 1
Generalised answer, making few relevant points
Eg: It was the debtors’ court and many workers were in debt.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
Eg: The Court of Requests was important because so many workers in the
Merthyr area got into debt at this time – there was a 3-year depression in the
iron industry. Dissatisfaction with the Court of Requests and its bailiffs led to
protest on 31 May and 1 June. There was an actual attack on the Court on 2
June, when the Riot Act was read. The Rising had begun.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
Eg: The Merthyr workers had many grievances which caused them to rise up
in June 1831. The Court of Requests was one grievance too many – it was a
building against which the workers could physically express their
protest/feelings and, as such, was important in starting the Rising in Merthyr.
4
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe what happened at the Castle Inn in June 1831. [3]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: Unemployed workers attacked the Castle Inn.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
Eg: 10,000 workers assembled outside the Castle Inn in Merthyr on 3 June
1831. The authorities were housed inside the building and the workers
presented their grievances to them. When the workers’ demands were
refused, they rioted and the soldiers opened fire on them. As many as 28
workers were killed.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why the authorities reacted harshly to the Merthyr
Rising.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
Eg: The authorities had to make sure that such a rising was not repeated;
they had to act harshly and make an example of someone.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: The government and the authorities in Merthyr were shocked by the
Rising; they wanted to crush trade unionism which they felt had contributed to
the trouble. A scapegoat was sought. Both Dic Penderyn and Lewis Lewis
were regarded as workers’ leaders, so they were quickly brought to trial.
Penderyn was hanged in Cardiff in August 1831 and Lewis Lewis was
sentenced to transportation for life. This harsh treatment was intended as a
warning to others not to rise up against authority.
5
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: How important was the Merthyr Rising for the Welsh
working-class movement?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
Eg: The Merthyr Rising was not important: it failed; Dic Penderyn was hanged
and many workers were killed.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
Eg: The workers gained very little from the Merthyr Rising. As many as 28
workers were killed and most of their grievances continued – bad living and
working conditions, for example. The ironmasters continued to dominate in
areas like Merthyr and trade unionism was driven underground. Even so, a
strong tradition of radical protest had been born in Merthyr Tydfil.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
Eg: Although Dic Penderyn was hanged, he remains a martyr to the working
class in Wales to this very day. Despite the apparent failure of the Rising, it
has been claimed that, at Merthyr in 1831, a Welsh working-class was born
and that there was a link/umbilical cord between the Merthyr Rising and the
Chartist protest at Newport in 1839. The Rising did result in the abolition of
the hated truck system, so that the Merthyr Rising did have some importance
for the Welsh working-class movement.
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: Who was John Frost?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: John Frost was a Chartist leader in Newport.
(1)
LEVEL 2
A more detailed and accurate description
(2)
Eg: John Frost was a former mayor and magistrate in Newport who decided
to join Chartism as a way of improving conditions for working people. He was
the main Chartist leader in south-east Wales and became Chairman of the
Chartist National Convention. He led the Chartist march on Newport in
November 1839.
6
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why many working people joined the Chartist
Movement.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
Eg: Many working people joined the Chartist Movement because they felt let
down by the failure of previous working class protest and by their failure to
gain the vote.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: The Chartist Movement seemed to offer hopes of democratic reform after
the failure of the Merthyr Rising, the 1832 Reform Act and the failure of the
GNCTU in 1834. Chartism seemed to offer effective leadership and
organisation and, so, many working people joined the Chartist Movement.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was the People’s Charter?
[5]
LEVEL 1
Generalised answer, making few relevant points
(1/2)
Eg: The People’s Charter was important because it had a programme of
reform – the Six Points. Workers could aim to achieve these Points.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
Eg: The People’s Charter evolved from the London WMA and was drawn up
by the moral force Chartist, William Lovett. This gave some respectability to
the Charter. It was important because it aimed to achieve six political reforms:
male universal suffrage; secret ballot; abolition of the property qualification to
become an MP; payment of MPs; equal constituencies; and annual
parliaments.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
Eg: The Six Points of the People’s Charter made the charter an important one
because, if these six political points were achieved, then they would lead to
social and economic reforms and, therefore, to improved conditions for
working people. The Charter could lead to increased democracy in Britain.
7
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe what happened at the Westgate Hotel in Newport in
November 1839.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: Chartists attacked the building.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
Eg: Chartists in Monmouthshire marched into Newport from three directions
during the night of 3-4 November. They met outside the Westgate Hotel,
where the authorities and the soldiers had their headquarters. A riot erupted
and more than 20 Chartists were shot dead.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why Feargus O’Connor was important in the Chartist
Movement.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
Eg: He was leader of the physical force Chartists and, when peaceful moral
force Chartism seemed to fail, an increasing number of Chartists decided to
follow his leadership.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: Feargus O’Connor had established himself as leader of the physical
force Chartists. He had made a name for himself in the north of England,
where he was editor of the Chartist newspaper, the Northern Star. After the
failure of the Chartist march on Newport, the Chartist leaders in south-east
Wales were sentenced to transportation. O’Connor was left as one of the
main leaders and followers saw him as important because he had developed
the ideas of a Chartist Republic and a National Land League. O’Connor
continued to lead the Chartists throughout the 1840s.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: How important was Chartism for working people?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
Eg: Chartism was not important – it failed/Chartism was important – it did
things.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
Eg: The Chartist movement was important because it was a real threat to
government; it was a development of radicalism and the popular protests that
had occurred in the early 1830s, like the Merthyr Rising. It provided some
unity among the working people, albeit for a short time. However, the
government was determined to diminish the importance of Chartism by
rejecting the Chartist petitions and by resorting to armed force to quell the
disturbance at Llanidloes in April 1839 and the Rising at Newport later in the
year, and to make sure that the Chartist leaders were arrested and
transported. The government was aware of the split between the moral and
physical force Chartists and was determined keep control of the working
people and to see Chartism fail.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
Eg: Although Chartism was crushed by the government, the movement was
important for working people because it had shown organisation and
leadership for the first time. It was a step on the road to working people
gaining reforms/improvements. 5 of their 6 Points were eventually achieved.
GCSE History MS - Paper 02
Popular Movements in Wales and England (Summer 2008)/ED
9
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GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/03 - THE EDWARDIAN ERA AND THE
FIRST WORLD WAR, 1902-1919
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 165/03 - THE EDWARDIAN ERA AND THE FIRST WORLD WAR, 1902-1919
PROVISIONAL MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge
Question: Use Source A and your own knowledge to describe the
government’s policy of conscription from 1916.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
Eg: Source A shows that the government passed an act to make men of
military age join the armed forces.
LEVEL 2
Places source in its historical context; provides some background detail
(2/3)
Eg: In the first two years of the war, men had volunteered for the armed
forces. However, so many had been injured and the war was dragging on for
so long, that the government had to conscript men into the armed forces from
1916. The Source shows that the government passed the Military Service Act
in March 1916, as part of their policy of conscription.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge
Question: Use the information in Source B and your own knowledge to
explain the role of women in the First World War.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source
only
(1/2)
Eg: Women were asked to do the work of men. Thousands did so in the
Woolwich area, where no women had been working before.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest mark
Eg: Because so many men had joined the armed forces and were fighting
abroad, there was a shortage of workers at home. Women were encouraged
from 1915 to take the place of men in the munitions factories. The Source
shows that 27,000 women worked in the Woolwich munitions factory
(Arsenal) in 1917 and that many more women in the Woolwich area were
involved in war work. This may have included engineering work, work in
transport or the Women’s Land Army.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source
Question: How useful is Source C as evidence to an historian studying
attitudes to conscientious objectors in the First World War?
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source
(1/2)
Eg: Source C is useful because it says how a conscientious objector was
treated by both the local children and by the authorities. It shows how the
authorities tried to break the spirit of the conscientious objectors.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases attribution (3)
Eg: Source C is useful because it shows how children’s attitudes had been
turned against conscientious objectors and how conditions in Dartmoor Prison
were made as uncomfortable as possible for them. The source is an extract
from an interview with the son of a conscientious objector, for a TV
programme in the 1980s.
Deals with content of source well and considers origin of source
(4)
Eg: Source C, is useful because it provides detailed information about
contemporary attitudes to conscientious objectors, especially how children
had been indoctrinated against them. This is primary evidence, although
relayed second-hand. It may be biased, because the information comes from
the son of a conscientious objector, but it usefully shows how Rhys Edwards,
by the 1980s, is willing to show how his father had been treated as a
conscientious objector.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source
(5)
Eg: Source C was produced to inform people how conscientious objectors
had been treated in the First World War and to make a record of the facts. It
is a useful, detailed account with not too much bias. It does usefully show
attitudes to conscientious objectors, but this is just one example and an
historian would have to look at other examples in order to obtain a balanced
account.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation
Question: In Source D the author is saying that people gained many
advantages from the First World War.
Is this a valid interpretation?
In your answer you should use your own knowledge of the
topic, refer to the other relevant sources in this question, and
consider how the author came to this interpretation.
[8]
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support
(1/2)
Eg: Source D says that wage rates doubled, that the working week was
reduced and that war created a demand for women’s jobs. The historian’s
interpretation is valid.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks: A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred)
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian
Eg: The interpretation is partly valid. Source A may be viewed in different
ways: by serving one’s country, one could feel proud and it gave working men
a chance to see a foreign country! Source B definitely backs up the
interpretation by showing that the war did create a demand for women’s jobs.
However, from my own knowledge, I know that families suffered through the
loss of loved ones in the war and there was a shortage of food at the end of
the war. The historian would have come to his conclusion by researching
different kinds of evidence from the time.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
Eg: The interpretation was written, with the benefit of hindsight, by a modern
historian, in a detailed book on twentieth century Britain. Although the
interpretation is backed up to an extent by Source A and definitely by Source
B, it is not supported by Source C, which shows how a conscientious objector
was treated. Rhys Edwards’s father did not gain advantages from the First
World War. The historian’s interpretation is a rather generalised one: some
people gained advantages from the First World War, others did not.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What was a Lockout?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: This was locking people out of work.
(1)
LEVEL 2
A more detailed and accurate description
(2)
Eg: A Lockout was when workers were locked out over a dispute with their
employer. Lord Penrhyn locked out his slate workers because of a dispute
with them.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how the Penrhyn Lockout of 1900-1903 affected
slate workers in North Wales.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
Eg: The Penrhyn Lockout caused huge unemployment and it caused severe
hardship among the slate quarrying families of North Wales.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: The Lockout lasted for 3 years. By the winter of 1902, the strikers and
their families were suffering great hardships and feelings became increasingly
bitter. Strike-breakers returned to work and were verbally attacked as
‘traitors’. Police had to be brought into the area to protect them. Some strikers
left the area to seek work elsewhere, with the consequent loss of their Welsh
language and culture. The slate workers of North Wales never recovered full
employment in their industry.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was the South Wales Miners Federation? [5]
LEVEL 1
Generalised answer, making few relevant points
Eg: It was a trade union that protected the miners.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
Eg: The ‘Fed’ was established in 1898, when the coal industry was expanding
rapidly and thousands of miners were moving into the mining valleys of South
Wales. The President of the ‘Fed’ was the Liberal MP, William Abraham
(Mabon) who believed in cooperating with the mine owners over the
application of the sliding-scale, for example. The ‘Fed’ was important because
it established the miners’ union as a powerful trade union force.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
Eg: Mabon had cooperated with the mine owners. From 1903, a group of
younger and more militant leaders took over the ‘Fed’; they were not so
willing to cooperate with the mine owners. The ‘Fed’ took on added
importance as members’ actions could be directed against the owners and
they could certainly be directed to support the new Labour Party.
4
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the industrial unrest at Llanelli in 1911.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: There was a riot involving railwaymen.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
Eg: Railwaymen had gone on strike and threatened to stop trains. The
government was determined to protect the movement of people and goods
and sent in 600 troops. On 19 August 1911, troops opened fire on a crowd of
onlookers and two people were killed. A riot followed and almost 100 railway
trucks were destroyed and a further four people were killed.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why the Tonypandy Riots were important.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
Eg: The Tonypandy Riots were important because miners rioted and troops
were brought in to the area.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: 80 miners at the Ely Colliery, owned by the Cambrian Combine, were
sacked in a dispute and others were locked out. Miners in other collieries
stopped work in support, so that 30,000 miners were on strike. This showed
the unity amongst the miners. When ‘blackleg’ labour was brought in to break
the strike, tensions ran high and about 60 shops were attacked and looted in
Tonypandy. Mounted troops and police were brought in and hunger and
misery eventually forced the miners to return to work on 1 September 1911.
The Tonypandy Riots had shown the determination and solidarity of the
mining community, but it had equally shown that the authorities were
determined to stand firm against disorder.
5
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: How far was the period 1902-1914 a golden age for industrial
workers in Wales?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
Eg: Wales became very important at this time – it was a golden age for
workers in heavy industry.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
Eg: The period 1902-1914 was a golden age for Welsh heavy industry
because the coal industry reached its climax during this period. In 1913 coal
production reached its maximum in Wales: 46 million tons were produced, of
which 37 million tons were exported. Workers in the coal industry benefited
from these golden years, as did Cardiff and its people, as city status was
achieved and Cardiff became a world-famous coal-exporting port. Industrial
workers in other parts of industrial South Wales would have shared in the
benefits of this ‘golden age’, too.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
Eg: However, it was not a golden age for industrial workers in North Wales,
where the Penrhyn Lockout dispute contributed to the collapse of the Welsh
slate industry; neither was it a golden age for those who suffered in the
Tonypandy and Llanelli riots. The steel industry in Wales did not keep pace
with the coal industry: Welsh supplies of iron ore had run out and the Welsh
steel industry now depended on imported ores, so that the only profitable
plants were those on the coast, like the East Moors works in Cardiff. Merthyr
Tydfil had collapsed, providing evidence that, even in industrial South Wales,
the period 1902-1914 was not a golden age for all industrial workers.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: Who was Hedd Wyn?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: He was a war poet.
(1)
LEVEL 2
A more detailed and accurate description
(2)
Eg: Hedd Wyn fought in the First World War and he wrote poems about his
experiences. His poem Yr Arwr (The Hero) won the bardic chair at the 1917
Birkenhead Eisteddfod. He was killed before he could claim his award.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how the 1904 religious revival affected people in
Wales.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
Eg: Many more people went to chapel during the 1904 religious revival.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: The 1904 religious revival rekindled people’s interest in religion,
especially in the chapels in Wales. People were inspired by Evan Roberts, a
young preacher from Loughor, who drew large crowds in 1904 through his
powerful sermons. People sang hymns with increased fervour, miracles were
recounted by some and the enthusiasm spread to other parts of Wales. This
era also saw the rebuilding/extension of some chapels.
7
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important were developments in sport and popular
entertainment at this time?
[5]
LEVEL 1
Generalised answer, making few relevant points
Eg: Sport and popular entertainment kept the people happy.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
Eg: In the industrial and more urbanised areas, traditional entertainments
were replaced by new ones. Music hall entertainment was brought to
Tonypandy in 1909 and the Carlton cinema opened in Swansea in 1914 as
the first purpose-built cinema in Wales. Such entertainment was important in
providing some form of escapism in the burgeoning industrial areas. Although
frowned upon by religious groups and the upper classes, organised sport
continued to develop, appealing to the working people – rugby in South
Wales and through to national level as well, and football at a local level,
especially in North Wales.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
Eg: Welsh-speaking areas continued with their traditional forms of
entertainment, especially the eisteddfod. However, the new forms of
entertainment had an anglicising effect and were detrimental to the Welsh
language. The development of rugby was important because, when Wales
beat the New Zealand All Blacks in 1905, the nation was united in pride.
8
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the social activities organised by a church or chapel
in the early twentieth century.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: There were Sunday Schools and chapel outings.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
Eg: Nonconformist chapels were run by the people and were at the heart of
the community. They used the Welsh language to instruct pupils in the
Sunday Schools; they organised singing festivals/cymanfa ganu as well as
eisteddfodau and they organised processions.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why Sir O.M. Edwards was important in Wales.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
Eg: He supported Welsh language and culture in Wales.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: Sir O.M. Edwards was appointed the first Chief Inspector of Schools in
Wales from 1907. He was important because he considered it to be his life’s
work to make the Welsh language and culture more popular in the schools.
He encouraged the use of the Welsh language in primary schools and
encouraged the recognition of Welsh as a full subject in the secondary
schools of Wales. Due to Sir O.M. Edwards’s efforts, Welsh was recognised
as an examination subject in Welsh secondary schools. He was also
important because he wrote a series of travel books in Welsh and established
several successful Welsh magazines.
9
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: How far did people’s attitudes and values change in the
period 1902 to 1919? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
Eg: People became less religious because of the war and women became
more independent, in some instances, as they became separate wage
earners.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
Eg: Some people’s attitudes to religion and culture did change because of the
experience of the First World War. As the war dragged on and there was an
increasing loss of life, people increasingly questioned why God could allow
such things to happen. The war poets helped to change people’s attitudes,
too, as they wrote critically of war and as they lost their lives at a very young
age, like Hedd Wyn. However, people’s taste for entertainment was changing
even before the First World War. In the industrial areas, people were breaking
away from traditional forms of entertainment in the Welsh heartland and
preferred the new forms of entertainment – music hall, cinema, rugby and
football.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
Eg: People’s attitudes and values did change in the period 1902-1919, due to
an influx of migrant workers from outside Wales and due to the experiences
of the First World War. However, in the Welsh-speaking heartlands, traditional
attitudes and ways of life persisted, due to the work of Sir O.M.Edwards, for
example, and the continuing efforts of Welsh chapels.
GCSE History MS - Paper 03
The Edwardian Era and The First World War (Summer 2008)/ED
10
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/04 - DEPRESSION, WAR AND
RECOVERY, 1930-1951
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 165/04 - DEPRESSION, WAR AND RECOVERY, 1930-1951
PROVISIONAL MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge
Question: Use Source A and your own knowledge to describe the types
of popular entertainment available to people in the 1930s. [3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
E.g.: Source A shows a cinema whish provided entertainment twice nightly,
as well as on Wednesday and Saturday afternoons.
LEVEL 2
Places source in its historical context; provides some background detail
(2/3)
E.g.: In the 1930s, people could go to the cinema, which now showed ‘the
talkies’, for a modest 6d (2.5p). Many people went twice a week; this helped
them to escape temporarily from the suffering of the Depression years.
Cinemas like this one at Pwllheli were regarded as luxurious ‘picture palaces’,
built in Art Deco style. Other popular entertainment included the radio and
sport.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge
Question: Use the information in Source B and your own knowledge to
explain why people migrated from Wales to England in the
1930s.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source
only
(1/2)
E.g.: People migrated from Wales to England in the 1930s in order to find
work and to take advantage of an official government scheme.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest mark
E.g.: Because of the mass unemployment in areas of heavy industry in the
1930s, many people in South Wales, for example, were out of work. Areas
where there was new, light industry – like London and the South-East – did
not suffer from mass unemployment. The government made money available
for unemployed families in Wales to re-locate to the areas of light industry – in
England – where work could be found, as well as accommodation in the
newly-built and developing suburbs. 440,000 people migrated from Wales to
England in the 1920s and 1930s.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source
Question: How useful is Source C as evidence to an historian studying
life during the Depression?
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source
(1/2)
E.g.: Source C is useful because it says that unemployment had a humiliating
and terrible effect on people. Men were standing around on street corners;
people were really hungry.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases attribution (3)
E.g.: Source C is useful because it says that, unless you were living in an
area of mass unemployment, you did not appreciate the effects it had on
people. You felt that you had to do something, to make other people aware of
the seriousness of the situation. The source is from a BBC Radio interview
with a woman who had taken part in a hunger march in the 1930s.
Deals with content of source well and considers origin of source
(4)
E.g.: Source C, from a BBC Radio interview in the 1980s with a woman who
had actually taken part in the hunger march of 1934, is a useful first-hand
account of what life was like for unemployed people during the Depression.
The source gives a graphic account of the impact of unemployment in the
coal mining valleys and very usefully shows how someone was motivated to
take part in a hunger march.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source
(5)
E.g.: Source C was recorded in order to keep an archive of life in the
Depression for later generations. Mrs Dora Cox’s memory may have been
clouded by the passage of time and the evidence may be a little biased, but it
does provide a useful graphic account for historians of what went on in the
Depression of the1930s. An historian would have to look at more evidence
and other people’s memories, however, in order to obtain a full account of life
during the Depression.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation
Question: In Source D the author is suggesting that the 1930s were not
such a bad time in which to live.
Is this a valid interpretation?
[8]
In your answer you should use your own knowledge of the topic, refer to the other relevant
sources in this question, and consider how the author came to this interpretation.
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support
(1/2)
E.g.: Source D is not valid – people suffered from mass unemployment in the
areas of traditional heavy industry/the Source is valid – in areas of new light
industry and in more prosperous areas, the 1930s were not such a bad time
to live.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks: A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred)
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian
E.g.: The interpretation supports the view that, in some instances, people had
a reasonable life during the 1930s. Source A shows that people could attend
the cinema regularly and there were other popular entertainments, too. From
my own knowledge, I know that people living in the more prosperous suburbs
of Cardiff and Swansea, for example, did not suffer too much. Source B
shows that some unemployed people were able to relocate to a better life in
England. However, the interpretation does not take into account the trauma
for families in leaving their home and neighbours in order to move to England.
The interpretation was written by a modern historian in 1980.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
E.g.: The interpretation was written, with the benefit of hindsight, by a modern
historian in 1980, when the effects of the Depression had been analysed. It
was written in a general book, to inform people about events in English
history. The interpretation is partly valid but it does not take into account the
compelling evidence of Source C, which shows graphically how people in the
coal-mining valleys really suffered. Neither does the interpretation take into
account how people in the traditional ship-building areas of North-East
England suffered, too.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What was RADAR?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: It was a warning system informing the approach of enemy aircraft.
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: RADAR (Radio Detection and Ranging) was a system invented by
Robert Watson-Watt in the late 1930s. A chain of radar stations gave Britain
warning of the approach of German aircraft.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question:
Explain why Britain accepted the Anschluss (Union) between Germany and
Austria in 1938.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: Britain was following a policy of appeasement and was in no position to
do anything because the country was suffering from the Depression.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: As well as suffering from the Depression, Britain had its own empire to
think about. The British government had to cope with strategies for recovering
from the mass unemployment and were tied to the traditional policy of
appeasement. Britain believed, at this time, that Hitler was a man to be
trusted and Austria had invited Hitler to make their country part of the Third
Reich, anyway. Britain’s hands were tied.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was the role of Chamberlain at the Munich
Conference?
[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: He spoke up for Britain and tried to keep the peace.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: By September 1938, Chamberlain was really worried that Europe was
heading for war. He flew to meet Hitler on three separate occasions. The last
meeting was at Munich. On each occasion, Hitler increased his demands,
making Chamberlain’s position ever more difficult. Chamberlain persisted in
his pursuit of attempting to maintain peace. He eventually managed to extract
an agreement from Hitler that ‘their two countries would never go to war with
one another ever again’. Chamberlain’s role was successful: he returned to
Britain waving his acclaimed ‘Piece of Paper’.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: Chamberlain was welcomed back to Britain after the Munich Conference
as a hero, as he had managed to broker ‘peace in our time’. His role was
vitally important: he had delayed war for a year, as it turned out, but
opponents claimed that he was too weak in his dealings with Hitler.
4
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe how Britain prepared for war in the late 1930s.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
(1)
E.g.: Britain slowly prepared for war: the armed forces were increased in size
and civilians were got ready to face bombing.
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: Trenches were dug and gas masks were supplied to civilians.
Conscription was introduced by the National Service Act (September 1939);
rearmament belatedly occurred; RADAR was developed and the RAF was
expanded into various Commands.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why the German invasion of Poland led to Britain
going to war.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: Britain had promised to help Poland.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: Hitler had invaded the rest of Czechoslovakia in March 1939 and had
therefore broken his promises made at Munich. He had proved that he was
not a man to be trusted. Britain’s policy of appeasement came to an end. An
Agreement/Guarantee was made between Britain, France and Poland that, in
the event of one of them being attacked, the other two would come to the aid
of that one (likely to be Poland). When Hitler invaded Poland on 1 September
1939, Britain had to honour its agreement and declare war on Germany, on 3
September. The Nazi dictator had to be stopped.
5
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: How far was the failure of appeasement the main reason for
Britain going to war in 1939?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: The failure of appeasement was the main reason – Hitler was given in to
and this encouraged him to carry on with his aggression.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: Appeasement ultimately failed: Hitler had not been stopped with his
aggression against the Rhineland, Austria, the Sudetenland and the rest of
Czechoslovakia. Hitler had broken the promises that he had made at Munich,
reflecting a failure of appeasement. Britain belatedly had to prepare for war
and finally had to declare war on Germany in defence of Poland.
Appeasement may have had one positive aspect, however – it delayed war
for one year, during which time Britain could be made more ready to face
Hitler.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: The failure of appeasement was not the only reason for Britain declaring
war on Germany in 1939. The Russo-German Pact of August 1939 had made
war inevitable and so had Hitler’s desire to build up his Third Reich and to win
back the land that Germany had lost by the Treaty of Versailles. The failure of
appeasement was an important reason for Britain declaring war in 1939, but
there were other important reasons, too.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: Who was William Beveridge?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: He was the person who wrote the Beveridge Report.
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: William Beveridge was an economist and an adviser to governments. He
wrote the Beveridge Report, which provided an action plan for Reconstruction
after the war, by addressing what he called ‘The Five Evil Giants’ through the
creation of a Welfare State.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why Labour won a landslide victory in the general
election of 1945.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: They defeated the Conservatives.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: Labour won the 1945 general election with a landslide victory over the
Conservatives because the public still associated the Conservatives with the
pre-war Depression. The Conservatives fought a disastrous election
campaign in 1945. Most people felt that Labour would continue with the wartime spirit of cooperation and people looked forward to Labour’s social and
economic reforms, as they had promised to accept the Beveridge Report as
part of their policy.
7
(1/2)
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was Aneurin Bevan in helping to create a
Welfare State?
[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: He is remembered as the architect of the Welfare State.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: Aneurin Bevan was Minister of Health and Housing in the post-war
Labour governments. As such, he was important in implementing some of the
ideas of the Beveridge Report and introducing a Welfare State which would
look after the people ‘from the cradle to the grave’. As Minister of Health, he
introduced the idea of free health care for people; as Minister of Housing, he
was responsible for implementing Labour’s ‘homes for all’ policy. His
contribution to the creation of the welfare state was enormously important.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: Aneurin Bevan justifies being remembered as the Architect of the
Welfare State, as Britain’s Welfare State has been the envy of other countries
in the world, and it still exists, of course. However, his contribution was not
fully successful: house-building targets were not fully met after the war and
Bevan did not foresee how expensive the National Health Service would be.
8
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the new educational opportunities available after
the war.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: Everyone had free secondary education.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: By the terms of the 1944 Education Act, secondary education was
expanded to cover all abilities, in grammar schools, secondary modern
schools or in technical colleges. Pupils would have access to this education
free, from the age of 11. The school-leaving age was raised to 15, so that
pupils could have a worthwhile course of secondary education. The new
educational opportunities meant that children from all kinds of backgrounds
could proceed to higher education.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why the Labour government introduced a policy of
nationalisation.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: Labour wanted to take over the key industries and create plenty of work.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: Labour nationalised many key industries between 1946 and 1949: coal
– 1946; electricity – 1947; transport – 1948; and gas – 1949. Labour
introduced this policy of nationalisation because these industries needed
massive investment in order to modernise and it was felt that only the
government could provide the money. Additionally, workers would be
protected by national guidelines which were guaranteed by the government,
who believed that workers would have added pride and commitment in
working for industries which were owned by the nation.
9
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: How far did the Labour governments of 1945-1951 succeed
in their social and economic policies?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: Labour governments successfully led Britain through the upheaval which
resulted from the Second World War/Labour was not always successful in its
policies, which sometimes proved to be very expensive.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: The Labour governments took over a bankrupt economy in 1945. They
introduced nationalisation and successfully took over many of the key
industries. Lots of employment was created, which was a stark contrast with
the pre-war era. There were many successful social reforms and the Labour
governments implemented the Beveridge Report, addressing the Five Evil
Giants – Want, Idleness, Disease, Ignorance and Squalor (some detail may
be given). The NHS still exists today. All of this suggests that Labour’s
policies were successful, but there were some failures.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: Not all of Labour’s social and economic reforms were successful. The
NHS and the Welfare State proved to be very expensive and so did
nationalisation. This latter policy proved to be uncompetitive and Labour failed
to nationalise the iron and steel industry, because of Conservative opposition.
Labour had run out of steam by 1950-51 and the fact that the Conservatives
won the general election in 1951, signifies that the post-war labour
governments did not succeed fully in their social and economic policies.
GCSE History MS - Paper 04
Depression, War and Recovery (Summer 2008)/ED
10
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 05 – RUSSIA IN REVOLUTION, 1905-1924
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 05 – RUSSIA IN REVOLUTION, 1905-1924
MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge
Question: Use Source A and your own knowledge to describe the
Bolshevik position at the beginning of the Civil War.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
E.g.: they were surrounded.
LEVEL 2
Places source in its historical context; provides some background detail
(2/3)
E.g.: they controlled the central region which included Moscow & Petrograd
the chief cities; they were surrounded by the White forces - General Yudenich
from the west, Admiral Kolchak from the east, General Denikin from the
south; they used the railways; controlled industry.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge
Question: Use the information in Source B and your own knowledge to
explain the weaknesses of the White forces.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source
only
(1/2)
E.g.: made up of many different nationalities; they only obeyed orders when it
suited them; Whites made up of different parties who constantly argued.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest mark
E.g.: the Whites were not a united force; they were made up of different
nationalities and political parties; they argued and did not trust each other;
they had weak and poor leadership; they faced the Bolsheviks, a single party
with strong leadership; they lacked industrial strength.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source
Question: How useful is Source C as evidence to an historian studying
why the Bolsheviks won the Civil War?
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source
(1/2)
E.g.: because of Trotsky; he gave a speech which stopped Gomel falling into
enemy hands.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases
(3)
Deals with content of source well and considers origin of source
(4)
E.g.: it says that Gomel was about to fall but the arrival of Trotsky boosted
morale; it was the turn of the tide; he rallied the troops and persuaded them to
fight on; it is an account by a member of the Red Army, which appeared in a
Bolshevik newspaper in 1923.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source
(5)
E.g.: it is the view of a Red Army solider who thought highly of Trotsky;
interviewed in 1923 when Trotsky was at height of his popularity; it was an
interview for the Party newspaper so was unlikely to be critical; period when
Lenin was ill and it might be propaganda to increase support for Trotsky to
become the next leader.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation
Question: In Source D the author is suggesting that the Bolsheviks won
the Civil War because of their determination and leadership.
Is this a valid interpretation?
[8]
In your answer you should use your own knowledge of the topic, refer to the other relevant
sources in this question and consider how the author came to this interpretation.
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support
(1/2)
E.g.: yes because Trotsky was a brilliant leader; the Bolsheviks had
determined and brilliant leadership; this meant they could win the Civil War.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks: A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support
E.g.: Trotsky played a key role; he boosted morale and persuaded the Red
Army to fight on; the Reds controlled the central region; they had strong
leadership; the Whites were not united and lacked strong leadership.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred)
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian
E.g.: a chief reason for victory was the leadership of Trotsky who rallied the
Red Army and persuaded them to fight on (Source C); the Reds held the
central region which included the key cities of Moscow and Petrograd and
they controlled the railways (Source A); the Whites were disorganised and
poorly led (Source B); it is the view of a modern author.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
E.g.: a combination of factors contributed to the victory of the Reds - the
strong leadership of Lenin and Trotsky; the organised and well led Red Army
(Source C); the disunity and squabbling among the Whites (Source B); the
geographical advantage of the Reds holding the central region (Source A); it
is the view of a modern historian writing with the benefit of hindsight; he would
have researched the information; but it is only providing a narrow focus; it is a
generalised view in a school textbook.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: Who were the Romanovs?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: important Russians.
(1)
LEVEL 2
A more detailed and accurate description
E.g.: Russian royal family; the Tsar and Tsarina; Nicholas II.
(2)
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why revolution broke out in 1905.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: because the Russian people were fed up; they wanted better conditions;
the Tsar did not seem to be doing much.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: combination of long and short term factors - growing discontent among
the peasants and workers; demands of the Middle Class liberals for reform;
defeat in the Russo-Japanese war; massacre of Bloody Sunday.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How successful was the Duma before 1914?
[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: there were several Duma's; the Tsar had to listen to them.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: first two Duma's did not last long, other two lasted longer; they
contained elected representatives; tried to give advice to the Tsar.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: mixed success; the first two Duma's were left wing and short lived,
lasting only a few months each; third Duma ran its full five years - was
supportive of the Tsar, as was the fourth Duma; the Tsar was forced to listen
to the views of others but did not have to act on them; Tsar had restored his
autocratic powers through the Fundamental Laws.
4
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the October Manifesto.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: a law passed in October.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: a law passed in October 1905 which granted reform; it set up an elected
Duma; it gave all men the vote; it granted civil rights.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how Stolypin dealt with opposition.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: he had them arrested; had many sentenced to death.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: policy of repression and reform; set up Field Courts; Stolypin's necktie;
buy off peasants through agricultural reforms; can give 4 marks for a
developed and supported answer which only deals with repression.
5
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: Did the Tsar change the way he ruled Russia between 19051914? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: the Tsar had faced a revolution in 1905 and had been forced to grant
reforms; he had lost some of his powers.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: yes because of the 1905 Revolution; he had been forced to issue the
October Manifesto which had granted reforms; Tsar had to rule with an
elected Duma; Tsar gradually won back many of his autocratic powers and
the Duma lost its power and status.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks:
A good explanation / evaluation of the topic but lacking
some detail or balance
For 7 marks:
A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: in theory yes due to the granting of the October Manifesto and the
agreement to rule with the Duma; however, with the help of Stolypin he
clawed back most of his power; the Fundamental Laws 1906 restored his
autocratic powers; first and second Duma's short lived; third and fourth
Duma's heavily controlled; the Tsar had made a dramatic comeback from
1905; increasing influence of Rasputin post Stolypin; continued use of
repression; identifies the concept of change in from – from liberal reforms to
the clawing back of power.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: Who was Nicholas II?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: a Russian man; the leader of Russia.
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: the Tsar; the autocratic head of Russia; the head of the house of
Romanov.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how living conditions in Russia got worse during the
war.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: the war caused shortages of food; people began to starve.
(1/2)
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: men were taken out of factories and off the land which caused problems
of production; transport system unable to cope; towns could not be kept
supplied with food; sharp rise in prices; impact of inflation; rouble lost its
value; wages did not keep up with price rises; increase in strikes and
demonstrations; threat of revolution.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was Rasputin's influence on the Royal
Family?
[5]
LEVEL 1
Generalised answer, making few relevant points
(1/2)
E.g.: he was friendly with the Tsar and Tsarina; they did what Rasputin said.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: had very close links with the royal family; he won their respect because
he was able to control the haemophilia of Alexei; Tsarina became heavily
reliant upon him after 1915; he and the Tsarina were seen as 'German
agents'.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: his influence became increasingly important once the Tsar left to go to
the front in 1915; he was able to control the Tsarina; his influence helped turn
public opinion against the royal family; quite a dominant role.
7
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the April Theses.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: ideas of Lenin.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: speech given by Lenin in April 1917 after his return from exile in
Switzerland; 'Peace, Bread, Land'; he called for an end to the war, for land to
be given to the peasants, for the Bolsheviks not to support the Provisional
Government and for the Soviets to work together.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how the Kornilov plot helped the Bolsheviks.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: they helped put down the plot; they were seen as doing good.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: Kerensky was forced to arm the Red Guards to put down the Kornilov
rebellion; the Red Guards then refused to hand back their guns; the
Bolsheviks increased their power and status; they were the heroes as they
saved the Provisional Government; no longer seen as traitors; release of
Trotsky.
8
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: Was the weakness of the Provisional Government the main
reason why the Bolsheviks were able to seize power in
October 1917? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: yes because the Provisional Government had little power; it was unable
to do things; the Provisional Government was weak; it had only limited
authority.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: the Provisional Government was weak; it had to rule with the Petrograd
Soviet; the Soviet had control over Russia's armed forces; other factors
helped the Bolsheviks to power such as the leadership of Lenin.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: the Provisional Government had only limited power and influence; faced
competition with the Petrograd Soviet; system of Dual Power not working;
growth of the Bolshevik party; acquisition of arms after the Kornilov Plot;
return of Lenin from exile; leadership of Lenin and Trotsky.
GCSE History MS - Paper 05
Russia in Revolution (Summer 2008)/ED
9
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GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 06 – THE UNITED STATES OF AMERICA,
1910-1929
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 06 – THE UNITED STATES OF AMERICA, 1910-1929
MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge
Question: Use Source A and your own knowledge to describe the
problems facing farmers during the 1920s.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture (1)
E.g.: they were poor; picture shows farmer and his children dressed in rags;
they had little money.
LEVEL 2
Places source in its historical context; provides some background detail
(2/3)
E.g.: many farmers did not experience the boom period of the 1920s; picture
shows life of hardship and poverty; overproduction caused prices to fall; many
farmers forced to sell up; they did not experience the boom; restriction of
overseas markets due to tariffs; Europe was recovering after the war.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge
Question: Use the information in Source B and your own knowledge to
explain the problems in the American economy before 1929.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
E.g.: industry was producing goods which could not be sold; people who
could afford the new goods had already bought them.
LEVEL 2
Clear explanation of the content with an attempt to provide some context. (3/4)
Needs explanation and background knowledge for highest mark.
E.g.: over-production of manufactured goods; market flooded; those who
could afford to buy the new gadgets had already done so; poor could not
afford to buy a car/electrical goods; harder to sell US goods abroad due to
tariffs; too many buying on credit/HP.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source
Question: How useful is Source C as evidence to an historian studying
the rise of share prices on Wall Street in the 1920s?.
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source
(1/2)
E.g.: everyone was playing the market; everyone was giving out advice; share
prices kept on rising.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases attribution (3)
Deals with content of source well and considers origin of source
(4)
E.g.: it describes the frenzy of ever rising share prices going into 1929; many
Americans were playing the market; people advised not to sell as prices
would continue to rise; it is the view of a British journalist, writing his
autobiography in 1938.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source
(5)
E.g.: more sophisticated discussion of content value; is the reflection of a
British journalist who got caught up in the share buying frenzy; is useful
because it shows how it was hard not to be sucked into the craze of buying
shares; he wrote it in 1938 and so had time to reflect on the reasons for his
actions; the title of the book “The Bright Twenties” gives the impression that
things wer going well in the 1920s; the author was doing well.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation
Question: In Source D the author is saying that it was the panic selling
of shares which caused the economic boom of the 1920s to
end. Is this a valid interpretation?
In your answer you should use your own knowledge of the
topic, refer to the other relevant sources in this question, and
consider how the author came to this interpretation.
[8]
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support
(1/2)
E.g.: it happened when some big investors began to sell large numbers of
shares; this caused the panic selling of shares which caused the Wall Street
Crash.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks:
A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support.
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support.
E.g.: yes it was the panic selling of shares in October 1929 that caused the
Wall Street Crash; it caused the economic boom to come to an end; but it was
not the only factor.
LEVEL 3
Apply the following here:
For 5 marks:
A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred)
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; may refer to attribution as an interpretation
from an historian
E.g.: the frenzy of rising share prices kept pushing the market higher and
higher and people were reluctant to sell (Source C); but there were warning
signs that the economy was in trouble - over-production of manufactured
goods (Source B), poverty of farming community (Source A).
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
E.g.: well reasoned two sided answer; ever rising share prices was the
immediate cause of the crash (Source C) followed by a sudden panic to sell
(Source D); but the economy had been slowing down by the late 1920s as
evidenced by over-production in industry (Source B), over-production in
agriculture (Source A); the warning signs were there; it is the view of a
modern historian writing with the benefit of hindsight; he would have
researched the information, but it is only providing a narrow focus; it is a
generalised view in a school textbook.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What was a speakeasy?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: a place to have a drink.
(1)
LEVEL 2
A more detailed and accurate description
E.g.: an illegal drinking den/bar.
(2)
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why many Americans wanted to restrict immigration
during the 1920s.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: they thought too many were now entering the US; they wanted to cut the
numbers arriving from some countries.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: the traumas of World War I had led to a fear of revolution spreading to
the US; a growing fear of communism - the Red Scare 1919; rise in the
number of immigrants from eastern Europe - Russia, Poland, who did not
speak English; they were poor and illiterate; fear that they were taking away
jobs from Americans; causing over-crowding in cities and increasing crime
rates.
Question 2(a) (iii)
Target
(AO i) Analysis and explanation of key events and issues
Question: How successful
prohibition?
was
in
enforcing
[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: not very; people still went out drinking or made their own.
(1/2)
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: the law was difficult to enforce; lots of people broke the law and went to
illegal speakeasies; many distilled their own whiskey or gin, bribery of officials
and police officers.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: the above points plus judgement re: very limited enforcement; Act
openly ignored; corruption of officials.
4
the
government
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the treatment of native Americans during this
period.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: suffered harsh treatment; treated badly.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: forced to live on reservations, children sent away to school to learn
western culture; 1924 granted citizenship but still faced racial intolerance.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why the KKK had a lot of support in parts of America.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: some Americans did not like the black population and other groups.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: racial tension/hatred existed in the southern states; against black
people, Catholics, Jews and Mexicans; to uphold the Jim Crow laws of
segregation; idea of white supremacy (WASPS) to keep the white race pure;
different attitudes/situation in the northern states; overhang of attitudes of
slavery from the Civil War era; intimidation.
5
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: Was organised crime the most important problem facing the
American government during the 1920s? Explain your
answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: yes because it was the cause of law breaking; gangsters were violent.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks:
A one sided answer with some support OR a very weak two
sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: organised crime of gangster gangs; linked to prohibition; Al Capone;
bribery of law officers; violence of events such as the St. Valentine's Day
Massacre; begins to hint at other problems such as Klu Klux Klan activity.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
For 6 marks:
(6-7)
A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: good balance: informed discussion of problems caused by organised
crime, assessed against other problems such as racial tension and
persecution; immigration control; Red Scare and fear of communists.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: Who was Jack Dempsey?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: a sports star; famous American; a boxer.
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: Famous American boxer; world champion boxer; became world
heavyweight champion in 1919; lost title to Gene Tunney in 1926.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why religious fundamentalists were against the
changes in American society.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: saw modern society as bad; against the Bible; did not like Jazz or new
fashions.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: went against their strict religious teaching; saw the Jazz Age as being
morally corrupt; saw the new dances and fashions as being the work of the
Devil; groups such as the Christian Temperance League saw alcohol as an
evil.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was the motor car in changing leisure
opportunities for Americans?
[5]
LEVEL 1
Generalised answer, making few relevant points
(1/2)
E.g.: very as it let people travel; they could go to events that they could not
before.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: it made the population more mobile; it reduced the time of travelling; it
allowed people to go to the cinema, the dance hall, the sports stadium or to
just socialise.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: it played a vital part in facilitating travel; it was a more convenient and
faster way to travel; people could now do things in the evening such as
socialise.
7
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe a flapper
[3]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: a type of American woman.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: young liberated woman of the 1920s; dressed in new fashions; listened
to Jazz music; rejected traditional ways in favour of smoking, drinking, no
chaperone.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why the silent cinema was popular with Americans.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: people like to watch films; to see the movie stars.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(1/2)
(3/4)
E.g.: novelty of watching a moving picture; picture house sprang up in every
town; cheap prices; more leisure time; a social gathering; cult of movie stars.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: Was Jazz music the most important development in
American culture and society during the 1920s? Explain
your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: yes many Americans liked the new style Jazz music and the new
dances.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks:
A one sided answer with some support OR a very weak two
sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: Jazz was a major development; a new style of fast beat music; attractive
to a younger audience / black population; new dances; famous Jazz artists
such as Louis Armstrong; other changes were important such as the cinema.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
For 6 marks:
(6-7)
A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: played a major role in developing American culture and society but is
linked in with other changes - gramophone, records, development of the
radio, appearance of clubs and dance halls, development of the motor car,
spread of the silent cinema; increasing importance of sport.
GCSE History MS -Paper 06
The United States of America (Summer 2008)/ED
9
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 07 – GERMANY, 1919-1945
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 07 – GERMANY, 1919-1945
MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge
Question: Use Source A and your own knowledge to describe how
Jews were treated in Germany from 1933.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
E.g.: Jews had to be identified; SA man stands guard outside a Jewish shop.
LEVEL 2
Places source in its historical context; provides some background detail
(2/3)
E.g.: increasing persecution; acts of public humiliation in early years of Nazi
rule; boycott of shops April 1933; measuring of noses; harsher measures by
1935 Nuremburg Laws; Kristallnacht 1938; education policies; restriction of
jobs.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge
Question: Use the information in Source B and your own knowledge to
explain how Hitler reduced unemployment in Germany.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source
only
(1/2)
E.g.: he gave the unemployed jobs; put men to work planting trees, building
hospitals, schools and motorways.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest mark
E.g.: introduced a range of public works schemes - building autobahn; RAD
organisation; rearmament programme; conscription; withdrawing women and
Jews from the labour front; doctoring of statistics.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source
Question: How useful is Source C as evidence to an historian studying
the effect of Nazi policies on life in Germany? Explain your
answer using the source and your own knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source
E.g.: it says things got better; there was work; wonderful years.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases
(1/2)
(3)
Deals with content of source well and considers origin of source
(4)
E.g.: it says that for 80% things got better; Nazis provided jobs and got rid of
lines of unemployed; they received wages and their standard of living
improved; it is the view of Frau Margrit Fischer who lived in Germany during
the 1930s.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source
(5)
E.g.: it is the view of a German woman who formed part of the 80% who
benefited from Nazi economic policies; her view could be biased due to her
German status [Aryan?]; would be a different view from those classed as nonGermans; she made these comments in the 1980s for a TV documentary.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation
Question: In Source D the authors are suggesting that the German
people benefited from Nazi policies.
Is this a valid
interpretation?
[8]
In your answer you should use your own knowledge of the
topic, refer to the other relevant sources in this question, and
consider how the author came to this interpretation.
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support
(1/2)
E.g.: yes because the Nazis brought prosperity and improved living
conditions; things got better after the Depression; people benefited.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks:
A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support
E.g.: many Germans did benefit from Nazi economic policies; unemployment
was cut; the unemployed got jobs; people had money to spend; but not all
Germans benefited; the Jews did not.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks:
A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred).
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; may refer to attribution as an interpretation
from an historian.
E.g.: up to 80% of the German people did benefit (Source C), especially pure
Aryan Germans; unemployment figures were drastically reduced (Source B)
and men were put to work in a range of public works schemes, rearmament,
RAD; but this prosperity was not enjoyed by all - Jews faced increasing
persecution and their business suffered (Source A).
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
E.g.: well reasoned two sided answer; Aryan Germans came off best
(Source C) and were provided with a range of new job opportunities
(Source B); but for non-Aryans life got much harder - boycott of Jewish shops
(Source A); it is the view of modern historians writing with the benefit of
hindsight; they would have researched the information; but it is only providing
a narrow focus; it is a generalised view in a school textbook.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What was the Treaty of Versailles?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: a treaty signed at Versailles; a type of legal document
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: a peace treaty signed in June 1919 at the Palace of Versailles; drafted
by the Allies; Germany forced to sign it; valid reference to any clauses.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why Germany experienced hyper-inflation in 1923.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: prices kept on rising; government had no money.
(1/2)
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: failure of government to make second reparation payment; occupation of
Ruhr by French and Belgian troops; policy of passive resistance; government
printed money to pay striking German workers.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How successful were the attempts to overthrow the Weimar
Republic between 1919-1923?
[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: they were all put down by the government.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: not very; all put down; Spartacist rebellion (January 1919) put down by
the Freikorps; Kapp Putsch (March 1920) collapsed due to general strike;
Munich Putsch (November 1923) stopped by the police.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: they all ultimately failed; they had insufficient support; government able
to deal with each of them by various means; the Weimar Republic lived on.
4
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe one weakness of the Weimar constitution.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: people did not like it much; lack of strong government.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: too many political parties; use of proportional representation; no one
party ever achieved an overall majority; weak coalition governments; use of
Article 48 by the President.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how Stresemann changed Germany's relations with
foreign powers.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: he signed treaties with other countries; he got countries to like Germany
again.
LEVEL 2
More detailed and accurate explanation; explains more than one factor
(3/4)
E.g.: Germany was accepted back amongst the Great Powers; he signed a
series of important treaties - Dawes Plan 1924, Locarno 1925, joined the
League of Nations 1926, Kellogg-Briand Pact 1928, Young Plan 1929;
received Nobel Peace Prize for his efforts.
5
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: Had Germany solved its political and economic problems by
1929? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: yes Stresemann had brought about recovery; the German economy was
doing well; Weimar was stable; Stresemann was the saviour.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: yes it seemed that Stresemann had done much to improve the situation
since 1923 - hyper-inflation had ended; new currency introduced; extreme
parties not wining political support; Germany seemed to have recovered from
the war and its economy was picking up; but there were problems under the
surface.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: at first sight yes but the improvement was built upon unstable
foundations; 'dancing on a volcano', heavy reliance upon short-term US
loans; sharp rise in unemployment 1928-1929; small firms in trouble; farmers
in debt; extreme parties waiting in the wings; all was not well; answer needs
to consider both economic and political issues for Level 3.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What was the Peoples' Home Guard?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
(1)
E.g.: old men/youngsters who defended Germany; People’s Guard =
Volkssturm, but no explanation
LEVEL 2
A more detailed and accurate description
(2)
E.g.: a type of Dad's Army; a local defence force consisting of men who were
too old or too young to join the Wehrmacht; known as the Volkssturm, the
People’s Guard – provides some explanation.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how the German economy was controlled during the
war.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: government took charge of things; workers had to do what they were
told; reference to propaganda.
LEVEL 2
More detailed and accurate explanation; explains more than one factor
(3/4)
E.g.: introduction of rationing; policy of autarky/self-sufficiency; drive for Total
War; gearing all sections of the economy for war purposes; use of foreign
labour; women encouraged into the factories; work of Albert Speer.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How successful was opposition to Hitler within Germany
during the war?
[5]
LEVEL 1
Generalised answer, making few relevant points
(1/2)
E.g.: not very; opponents were unable to stop the war; they did not kill Hitler.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: some groups were more active than others; Swing Kids; White Rose;
Edelweiss Pirates; Confessional Church; Army Generals; Bomb Plot came
closest to killing Hitler.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: ultimately achieved little but did show that not all sections of society
were supportive of Hitler; some sections of society such as the youth and the
church thought his policies were wrong; SS and Gestapo managed to keep
control and arrest opponents.
7
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the condition of Germany in May 1945.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
(1)
E.g.: it was in a bad condition; the country had been bombed; houses
destroyed.
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: cities left in ruins; might name cities – Dresden, Cologne, Berlin,
Hamburg; infra-structure destroyed; millions of refugees; many Germans
were starving, affected by cold, disease and exhaustion; country occupied by
foreign troops.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how the treatment of Jews got worse during the
Second World War.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: Jews were rounded up; they started to get killed; they were gassed.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: intensification of persecution; Jews lost all rights; they were rounded up
and sent to ghetto areas; setting up of the death camps in occupied eastern
Europe; Wannsee Conference 1942 saw the decision to introduce the gas
chambers; the Final Solution; might refer to the work of the killing squads, the
Emstazgruppen.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: Did the German people experience hardship on the Home
Front all the way through the war? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: yes because their cities were bombed; food was rationed; hard to get
certain items.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR a very weak two
sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: not to begin with but things did get harder as the war progressed; life
relatively normal in the early years of the war but when Germany started to
lose the war things changed; the situation got worse with the bombing of
cities and industrial centres; for certain groups things did not change e.g.
gypsies and Jews.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: well reasoned two sided answer which identifies two distinct phases;
between 1939-1942 the war had only a limited impact; little bombing of
Germany itself; turn of the tide c.1942 which then saw increasing hardship;
bombing raids on cities caused high civilian deaths; increasing economic
hardship as the war progressed.
GCSE History MS - Paper 07
Germany (Summer 2008)/ED
9
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 08 – CHINA UNDER MAO ZE DONG,
1949-1976
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 08: CHINA UNDER MAO ZE DONG, 1949-1976
MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge.
Question: Use Source A and your own knowledge to describe relations
between China and the USA in the 1970s.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture.
(2/3)
E.g.: Mao and Nixon meet and shake hands.
LEVEL 2
Places source in its historical context; provides some background
detail.
(3)
E.g.: things got better; important meeting; first time a US President had visited
China; historic handshake between leaders of China and USA; start of more
friendly relations between China and USA; ping-pong diplomacy; sporting
links.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge.
Question: Use the information in Source B and your own knowledge to
explain the Sino-Soviet split.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
E.g.: relationship had started to cool; Soviets developed more friendly
relations with USA and the West.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest marks.
E.g.: 1956 saw a distinct cooling of relations; new Soviet leader Nikita
Khrushchev and his policy of 'Peaceful co-existence' with the West was not
liked by Mao; border clashes along Amur river between Chinese and Soviet
troops; “Paper Tiger and Asian Hitler”; Khrushchev’s criticism of Stalin which
Mao dislikes.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source.
Question: How useful is Source C as evidence to an historian studying
China's relationship with Tibet?
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source.
(1/2)
E.g.: it says China is causing Tibet to suffer; this was due to China's
ignorance, greed and desire for power; China was to blame.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases.
(3)
Deals with content of source well and considers origin of source.
(4)
E.g.: useful because it says that China's policy is causing Tibet to suffer;
China is ignorant of Tibet's culture, is treating Tibet badly, is just greedy for
power; it is the view of the Dalai Lama, the spiritual leader of Tibet, who was
visiting Western Europe.
LEVEL 3:
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source.
(5)
E.g.: it is the view of the spiritual leader of Tibet, the Dalai Lama; he was in
forced exile and was therefore bound to be critical of China's actions in Tibet;
he is speaking in the early 1970s so has seen what China has done to Tibet
over the previous decade; he was visiting the West and was anxious for their
support, hence his criticism of China’s actions.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation.
Question: In Source D the author is saying that the main idea behind
China's foreign policy since 1949 has been the wish to gain
more land. Is this a valid interpretation?
[8]
In your answer you should use your own knowledge of the topic, refer to the other relevant
sources in this question and consider how the author came to this interpretation.
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to agree
or disagree with statement but with no real support.
(1/2)
E.g.: yes, because China wanted to be in control of land it thought rightfully
belonged to her; China wanted to expand her borders.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks:
A weak one sided answer with some contextual support OR
A weak two sided answer with little contextual support.
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support.
E.g.: China was determined to protect its borders and expand when given the
chance - Tibet; at other times China was more concerned at securing the
attention of the Soviet Union or USA.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks:
A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred) OR
A two sided answer with some contextual support for both
views; limited use made of other sources (this can be
inferred).
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian.
E.g.: an aspect of China's foreign policy has been to win control over
neighbouring land such as Tibet (Source C), parts of North Korea, India, North
Vietnam; at other times China has been pre-occupied within winning the
friendship of the two super-powers, the Soviet Union during the 1950s
(Source B) and the USA during the 1970s (Source A); she has also experienced
border clashes with the super-powers.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
E.g.: well reasoned two sided answer; China has been concerned about
protecting her borders and expanding into lands thought rightfully belonging
to her (Source C); at other times she has concentrated upon winning the
friendship of either the Soviet Union (Source B) or the USA (Source A); it is
the view of a modern historian writing with the benefit of hindsight; he would
have researched the information; it was included in a school textbook;
comment could be generalised as it is not a specialist academic study.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question: What is a co-operative?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: a large farm.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: a large area of land which was collectively farmed and collectively
owned; the profits were shared, different types of co-operatives.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain how Mao changed the system of government in
China between 1949-1957.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: he set up a communist system of government; he became the new
leader of China.
LEVEL 2
More detailed and accurate explanation with one reason.
(3/4)
E.g.: he created six regions, each run by a series of councils and a
communist party committee; Party run on the principle of Democratic
Centralism - total obedience to party leaders; Mao became Chairman and
Head of State; Zhou Enlai became PM and Foreign Minister; the PLA was
involved.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question: How successful were Mao's attempts at land reform?
[5]
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
E.g.: land was taken away from the landlords and given to the poor peasants.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: Agrarian Reform Law 1950 designed to speed up land reform; Party
members went into the countryside to teach about social class; all peasants
were graded; poor peasants encouraged to hold 'speak bitterness' meetings;
the land was then re-distributed.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the
question.
(5)
E.g.: land reform did not live up to expectations; 'speak bitterness' meetings
became very bitter and violent - execution of landlords; peasants
disappointed; they had not equipment to cultivate the land or money to buy
equipment / seed; forced to join mutual aid teams.
4
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question: Describe how women were treated under the Communists.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: better than they were before.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: Marriage Law 1950 improved the lives of women - ended arranged
marriages, killing of unwanted girl babies, bigamy was made illegal; joint
ownership of family property; divorce by mutual consent introduced.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain why the Hundred Flowers Campaign was introduced.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: to make things better; to allow people to have a say; because Mao
wanted it.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: Communist Party was losing some of its popularity; 1956 Mao decided
to let people let off steam; to identify critics of the regime; he introduces it so
people could say how were things going; to let off steam; Mao was out to trick
them, to catch the critics.
5
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
Question: Had Mao been successful in establishing a Communist state
by 1957? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: yes, Mao had established a Communist government by 1957; Mao, the
head of the Communist Party, was now the leader of China..
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework. (3-5)
For 3 marks: A one sided answer with some support OR a very weak two
sided answer.
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support.
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support.
E.g.: he had laid the foundations of a Communist state - party and local
government were organised along Communist lines; Five Year Plan
introduced to control the economy; agricultural reforms re-distributed land;
these policies reflected Communist ideas; however, did encounter some
problems.
LEVEL 3
To distinguish between 6 and 7 marks apply the following.
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance.
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail.
E.g.: he had the main features in place - Communist style government at the
national and local level; control of the economy; changes in agricultural
production; improved status for women; but such policies had resulted in
problems; hardship and growing criticism; Hundred Flowers Campaign invited
criticism, Mao had to abandon it.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question: What is a commune?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: peasants living and working together.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: when a group of villages give up their land, animals and equipment to
common ownership by all members of the commune; division of tasks and
labour into teams.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain why Mao introduced the Great Leap Forward.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: to move ahead to develop China economically.
(1/2)
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: Mao thought China had become backward looking; it needed to push
forward and develop agriculture and industry; to enable the Chinese economy
to overtake that of Britain and the US.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question: How successful was the backyard steel campaign?
[5]
LEVEL 1
Generalised answer, making few relevant points.
E.g.: China did produce a lot more steel; production figures shot up.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: 600,000 backyard steel furnaces set up; during 1958 they turned out
11 million tonnes of steel; seemed to be fantastic production figures;
agriculture suffered as a result.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the
question.
(5)
E.g.: ultimately a failure; 3 of 11 million tonnes was impure and had to be
thrown away as scrap; too many employed in making steel which seriously
hindered agricultural production.
7
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question: Describe the Three Hard Years.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: when people had no food and starved to death.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: bad harvest of 1958; false production figures; very bad harvest of 1959;
food shortages and starvation; bad harvest again 1960 which resulted in
major famine; at lease 16 million starved to death.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain how the reforms introduced by the moderates
changed China.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: Mao lost some of his power and the moderates began to change his
policies.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: Mao handed over post of Head of State to Liu Shaoqi; country was ruled
by moderates - Liu Shaoqui, Zhou Enlai, Deng Xiaoping; they abandoned the
Great Leap Forward, communes were made smaller, backyard steel
campaign ended; private landownership was re-introduced; more realistic
goals were set for industry and agriculture.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
Question: Were the years of crisis between 1958-1962 the result of
man-made causes? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: yes, Mao's policies caused the problems; the problems were man-made.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework. (3-5)
For 3 marks: A one sided answer with some support OR a very weak two
sided answer.
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support.
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support.
E.g.: Great Leap Forward created many of the problems - unrealistic targets,
impractical policies such as backyard steel; will hint at other factors such as
natural causes; bad harvests of 1959-1960 added to these problems by
causing food shortages and starvation.
LEVEL 3
To distinguish between 6 and 7 marks apply the following.
For 6 marks:
(6-7)
A good explanation / evaluation of the topic but lacking some
detail or balance.
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail.
E.g.: more sophisticated discussion; the failures of the Great Leap Forward
must carry a heavy responsibility and this combined with very poor harvests
after 1959 due to bad weather, resulted in years of extreme hardship; Liu
Shaoqui claimed it was 70% man-made 30% natural causes.
GCSE History MS - Paper 08 - China (Summer 2008)/ED
28/08/2008
9
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 09 – SOUTH AFRICA, 1960-1994
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 09 – SOUTH AFRICA, 1960-1994
MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge.
Question: Use Source A and your own knowledge to describe what
happened at Sharpeville in March 1960.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture.
(1)
E.g.: shows black South Africans running away in panic; can see police offers
with guns.
LEVEL 2
Places source in its historical context; provides some background
detail.
(3)
E.g.: crowd of 20,000 gathered in Sharpeville on 21 March 1960; they were
supporters of the PAC organisation; officer knocked down, police opened fire;
crowd ran off in panic; 69 left dead, many shot in the back, protesting against
the Pass Laws..
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge.
Question: Use the information in Source B and your own knowledge to
explain why rioting broke out in Soweto in 1976.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source
only.
(1/2)
E.g.: because lessons were to be taught in Afrikaans; seen as the language
of white supremacy.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest marks.
E.g.: students objected to the enforced teaching of Afrikaans in schools; run
down nature of the schools - large classes, teachers poorly paid, limited
training; June 1976 students demonstrated; linked to other factors - youth
unemployment high; economy not doing well; overcrowding in Soweto.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source.
Question: How useful is Source C as evidence to an historian studying
the ideas of Steve Biko?
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source.
(1/2)
E.g.: it says that black people have lost their pride; they accept their lower
position in society; they are too timid to fight back.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases.
(3)
Deals with content of source well and considers origin of source
(4)
E.g.: Biko thought that the black community had lost its pride and had just
accepted its position at the bottom of society; they did not seem to have the
will to fight back; it is the view of Biko, the President of SASO, he made these
observations in 1969.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source.
(5)
E.g.: very useful because it was said by Biko himself; he was President of
SASO and wrote for its newspaper; it shows how he is trying to encourage
students to take pride in themselves and not to feel inferior to whites; it is a
good example of Biko's views on apartheid and therefore an important
source; he was a bitter critic of apartheid and an important person in the antiapartheid campaign.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation/ representation.
Question: In Source D the author is saying that school children have
always played a leading role in the campaign against
apartheid. Is this a valid interpretation?
In your answer you should use your knowledge of the topic, refer to the other relevant
sources in this question, and consider how the author came to this interpretation.
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support.
(1/2)
E.g.: school children have played a leading role; they have protested and
taken part in demonstrations.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks: A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support.
For 4 marks: A strong one sided answer with more contextual support OR
A limited two sided answer with more contextual support OR
A weak two sided answer with some contextual support.
E.g.: yes school children did play a leading role at Soweto; Steve Biko was
young and worked with students; school children at Soweto led the protests.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred).
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian.
E.g.: school children played the dominant role at Soweto protesting against
education reforms (Source B); Biko represented the student protest
(Source C); but other groups also played a part, particularly in earlier protests
such as those at Sharpville against the Pass Laws (Source A); all ages were
represented at Sharpville (Source A), a protest organised by the PAC.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution. (7/8)
E.g.: well reasoned two sided answer - school children were dominant in
certain events like Soweto (Source B), Biko and the Black Consciousness
Movement (Source C) represented a slightly older group; but other groups
were also involved such as the PAC and ANC, Sharpeville (Source A)
involved all ages; it is the view of a modern historian writing with the benefit of
hindsight; would have researched the information; it was written for a school
textbook so it might be generalised; not a specialist academic study.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question: Who was H.F. Verwoerd?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: an important South African.
(1)
LEVEL 2
A more detailed and accurate description.
E.g.: Prime Minister 1958-1966; great supporter of apartheid.
(2)
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain how the apartheid laws affected the education of
black children.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: they received a poor education; taught in separate schools.
(1/2)
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(3/4)
E.g.: aimed at teaching Africans to 'know their place'; received little formal
education; attended separate and much inferior public schools; little money
spent on them; teachers poorly paid and had only limited training.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question: How successful was the South African government in forcing
black people to live in separate areas?
[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: it did move Africans out to special areas.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: Bantu Self-Government Act 1959 ordered the removal of 3.5 million
people from white only areas; the Act created 8 Bantu homelands; it forced
Africans to move; no choice given.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the
question.
(5)
E.g.: despite many protests the forced removal of Africans was carried out,
often with great violence; it was therefore largely successful; may consider it
not to be successful because of the squatter camps.
4
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question: Describe the Pass Laws.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: it was an apartheid law.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: black people had to carry a pass and produce it on demand; it gave
personal details; would be punished for not carrying it.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain why the South African government introduced
banning orders.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: to keep control; to impose apartheid; any generalised reference to a ban
will be limited to one mark.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: to crush resistance and uphold apartheid; to limit and avoid criticism
from individuals by banning them from attending meetings, writing,
broadcasting and travelling.
5
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
Question: Was the separation of the races the main aim of apartheid?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: yes to keep black and whites separate; to divide the races; black and
white South Africans should not mix.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework (3-5)
For 3 marks: A one sided answer with some support OR a very weak two
sided answer.
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support.
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support.
E.g.: a series of apartheid laws were passed to keep the races apart - blacks
had to live in separate areas; begins to hint that apartheid was more than just
separation; blacks did not possess the same rights.
LEVEL 3
To distinguish between 6 and 7 marks apply the following:
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance.
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail.
E.g.: more sophisticated discussion; in theory yes 'separate but equal' but in
practice no; apartheid laws were designed to maintain white supremacy and
to keep the black population at the bottom of the ladder; it was a deliberate
policy of forced segregation.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question: What was the Anti-Apartheid Movement?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: a movement which was against apartheid.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: a movement set up to encourage ordinary people to protest against
apartheid; had branches in several countries e.g. (Sweden and UK).
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain why South Africa stopped being a member of the
Commonwealth.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: South Africa decided to leave; did not want to be a member anymore.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: Commonwealth countries were critical of apartheid, especially the other
African states; 'wind of change' speech by Harold Macmillon 1960; October
1960 South Africa voted to establish a republic. May 1961 Verwoerd
withdrew South Africa from the Commonwealth.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question: How successful was the United Nations in opposing
apartheid?
[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: not successful as apartheid carried on; UN did little.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: UN was critical of apartheid but could do little; UN Security Council
condemned shootings at Sharpville; in dispute over Namibia; 1971 UN
declared South African presence in Namibia illegal and in 1973 recognised
SWAPO as the true representatives.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the
question.
(5)
E.g.: ultimately not very successful; Namibia did not gain independence until
1990; apartheid lasted until 1991.
7
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question: Describe the activities of the Organisation of African Unity
(OAU).
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
(1)
E.g.: an opposition movement; a group who campaigned against apartheid.
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: a group of African states who opposed apartheid; it was set up in 1963;
attempted to put pressure on the UN to isolate South Africa through
sanctions; only limited success.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain how sporting boycotts affected South Africa.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: South Africa was not allowed to take part in major sporting events;
South Africa was cut off; no sporting links..
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: expelled from Olympic movement 1970; Commonwealth cut off all
sporting links 1977; but some games did take place - Springboks tour of New
Zealand 1981.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
Question: Was economic pressure the main form of international
opposition to apartheid in South Africa? Explain your answer
fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: important as it put pressure on South Africa; it limited trade with South
Africa.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework. (3-5)
For 3 marks: A one sided answer with some support OR a very weak two
sided answer.
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support.
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support.
E.g.: economic sanctions did play an important role - UN sanctions 1962,
OPEC banned oil sales 1973; but sanctions not that effective - Reagan and
Thatcher; begins to hint that other factors were also important - sporting bans,
role of the UN.
LEVEL 3
To distinguish between 6 and 7 marks apply the following.
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance.
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail.
E.g.: more sophisticated discussion; economic pressure was important but its
effects were limited due to the wealth of South Africa; South Africa was too
valuable to the West - gold, diamonds, Cold War; other factors also important
- importance of sporting boycotts, role of international bodies such as UN,
Commonwealth, OAU, individual opposition groups.
GCSE History MS - Paper 09 - South Africa (Summer 2008)/ED
28/08/2008
9
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 10: THE AMERICAN WEST, 1865-1895
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 10: THE AMERICAN WEST, 1865-1895
MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge.
Question: Use Source A and your own knowledge to describe the rôle
of the generals in the battle of the Great Plains.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture. (1)
E.g.: they led their men into battle; they gave the orders.
LEVEL 2
Places source in its historical context; provides some background detail.
(2/3)
E.g.: they were well trained and provided good leadership of their men; they
gave the orders for battle; they devised the strategies; may mention generals
such as Sheridan, Sherman and Custer.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge.
Question: Use the information in Source B and your own knowledge to
explain why the US army was the stronger force in the battle
for the Great Plains.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
E.g.: it was more powerful than the Indian forces; had many soldiers; had
forts.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
Needs explanation and background knowledge for highest mark
(3/4)
E.g.: better trained and equipped; superior weapons with regular supplies;
had an important system of forts which gave protection; the strategies of the
US generals Sherman and Sheridan - total war and winter campaigns; the
Indians lacked the resources to fight a long war.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source.
Question: How useful is Source C as evidence to an historian studying
the reasons why the US army lost the battle of Little Big
Horn? Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source.
E.g.: Indians had better weapons.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases attribution (3)
Deals with content of source well and considers origin of source.
(4)
E.g.: Indians had better weapons and ammunition; use of better technology;
they used Winchester repeater rifles; they also possessed better bullets;
source does not give all the reasons; Custer disobeyed orders; is a view of a
trooper, Private King, who reaches the scene shortly after the battle.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source.
(5)
E.g.: is the view of a trooper from the 5th Cavalry; he is unlikely to be critical of
the leadership of his army; it provides only a narrow viewpoint; no criticism of
leadership / tactics of Custer; puts defeat down to weapons used; does not
blame the generals.
2
(1/2)
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation.
Question: In Source D the author is saying that the American desire for
revenge after the battle of Little Big Horn was the main
turning point in the battle for the Great Plains. Is this a valid
interpretation?
[8]
In your answer you should use your own knowledge of the topic, refer to the other relevant
sources in this question and consider how the author came to this interpretation.
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support.
(1/2)
E.g.: it was the beginning of the end for the Plains Indians; the Indians had
won a great victory but the American people wanted revenge.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks:
A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support.
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support.
E.g.: the US army was better equipped and better led than the Indians; it had
good generals leading it; it possessed a strong system of forts; it lost at Little
Big Horn but this was unusual.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks:
A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred).
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian.
E.g.: the Indians had achieved a great victory at Little Big Horn (Source C) but
it was to be short lived; the US army had superior tactics on its side
(Source B), it was led by good generals (Source A) such as Sheridan and
Sherman; defeat at Little Big Horn had caused a desire for revenge
(Source D); it was only a matter of time; it is the view of a modern historian.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
E.g.: is the view of modern historian who would have researched the topic
and has the benefit of hindsight; at first glance Little Big Horn was a great
victory for the Indians (Source C) but it gave them false hope; the odds were
against them (Sources A and B); the superior numbers and resources of the
US army would eventually overcome them; in many respects Little Big Horn
was the turning point.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What was a sod house?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: a house made of sods.
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: a homesteader's house made from sods / blocks of earth; outside walls
plastered with clay; roof made of boards, grass and sods; the first houses to
appear on the Plains.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why the Homestead Act was passed.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: to make people move West; to help the settlers.
(1/2)
LEVEL 2
More detailed and accurate explanation; explains more than one reason
well.
(3/4)
E.g.: to encourage settlement of the Plains; it needed people to populate the
West; it offered incentives - 160 acres given free if they settle.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question: How important was the rôle of women in the settlement of
the Plains?
[5]
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
E.g.: important as wives and mothers; looked after the children; looked after the
house.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: had important jobs to do; looked after the home; sod houses difficult to
keep clean; prepared food; had to make do and mend; collected buffalo dung
for fuel.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: played a vital part; had to be versatile; had to be physically strong; helped
men to plough / harvest when required.
4
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question: Describe a cattle drive.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: moving cattle from one place to another.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: moving Longhorn cattle over long distances; cowboys used to round up
and steer cattle from ranch to cow town.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain why some people objected to the spread of the
railways.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: some saw it as competition and did not want it.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.(3/4)
E.g.: stage-coach operators and mail / freight carriers objected to the new
competition; trains brought settlers West which upset the Indians; trains
disturbed and buffalo herds; farmers disliked railways crossing their land.
5
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
Question: Were government policies the main reason for the westward
movement of settlers? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: yes, because people wanted free land.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework. (3-5)
For 3 marks:
A one sided answer with some support OR a very weak two
sided answer.
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support.
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support.
E.g.: the government passed several acts which proved to be very attractive Homestead Act, Timber and Culture Act, Desert Land Act; many did move West
because of these policies; but there were other reasons such as a wish to
escape from an existing lifestyle, a sense of adventure.
LEVEL 3
To distinguish between 6 and 7 marks apply the following.
For 6 marks:
(6-7)
A good explanation / evaluation of the topic but lacking some
detail or balance.
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail.
E.g.: government policies / incentives played a key role but they need to be
considered alongside a range of other factors such as the spread of the
railroad; problems of living on the east coast - religious, political,
overcrowding; stories of paradise in the west; effects of the Civil War.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question: What was cattle rustling?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: pinching of cattle.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: the stealing of cattle; when cattle were taken illegally by rustlers; brand
marks could be altered and young cattle stolen before they had been
branded; it was a common crime.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain why towns in the West were often violent.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: because there were lots of fights and shootings going on; difficult to
maintain law and order.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
well.
(3/4)
E.g.: they developed quickly; insufficient law officers; tended to be rough
centres especially the cow towns and mining towns; centres for drinking,
gambling, prostitution; fights and shootings were common.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question: How successful were the cattle barons in the Johnson County
War?
[5]
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
E.g.: they wanted to dominate the cattle industry and stamp out all competition;
they used violent means to do so.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: cattle barons were able to get the Maverick Bill passed in 1888 which
prevented homesteaders from owning cattle; murder of James Averill and Ella
Watson in 1889; cattle barons employed Regulators but they were trapped by
settlers in a ranch.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the
question.
(5)
E.g.: none of the cattle barons or Regulators were convicted for their actions but
the cattle barons were never as powerful again; they had only limited success.
7
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question: Describe the activities of a vigilante.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: searched for criminals.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: a person who took the law into their own hands and punished those they
suspected of committing crimes.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question: Explain why Billy the Kid was a famous outlaw.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: because of his crimes; he killed several men; his violent lifestyle.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.(3/4)
E.g.: he had a reputation as a top gunfighter; involved in the Lincoln County
War 1878; sentenced to hang for murder of sheriff Brady, killed two deputies
escaping from jail; lived as an outlaw; tracked down and shot dead by Sheriff
Pat Garrett 1881.
8
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
Question: Was the shortage of law officers the main reason for the
growth of crime in the Wild West? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: yes, because there were not enough sheriffs to police the area; people
did what they wanted; they took the law into their own hands.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework. (3-5)
For 3 marks:
A one sided answer with some support OR a very weak two
sided answer.
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support.
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support.
E.g.: yes, because there were insufficient law officers to cover the new
developing towns; some law officers were corrupt; but other factors should be
hinted as such as the rough nature of these new towns.
LEVEL 3
To distinguish between 6 and 7 marks apply the following.
For 6 marks:
(6-7)
A good explanation / evaluation of the topic but lacking some
detail or balance.
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail.
E.g.: there was a severe shortage of law officers in the fast developing area of
the West; type of lifestyle / culture of the cow towns and mining towns
encouraged unlawful behaviour - drinking and gambling; some people took
the law into their own hands - vigilante activity; use of guns was common in
the West; the vast size of the area to be policed..
GCSE History MS - Paper 10 - The American West (Summer 2008)/ED
28/08/2008
9
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GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/11- THE CHANGING ROLE AND STATUS
OF WOMEN, c.1900 to the present day
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 165/11-THE CHANGING ROLE AND STATUS OF WOMEN, c.1900 to the present day
MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge
Question: Use Source A and your own knowledge to describe the type
of work done by women in the First World War.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
E.g.: Source A shows that women worked on aeroplanes.
LEVEL 2
Places source in its historical context; provides some background detail
(2/3)
E.g.: Source A shows that women did skilled engineering work, like
maintaining aeroplanes. They also worked as bus-conductors, roadsweepers, railway porters, post women and as farm workers. This latter work
eventually led to the creation of the Women’s Land Army.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge
Question: Use the information in Source B and your own knowledge to
explain the effect of the Second World War on women in
employment.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source
only
(1/2)
E.g.: Women played a vital part in the Second World War. However, when the
war was over, they lost their jobs to the returning men soldiers.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest mark
E.g.: Women were conscripted into war work from 1941, as the war was at a
crucial stage. By 1943, 7 million women were involved in war work – armed
forces (ATS, WAAF and WRNS), munitions factories, aircraft production,
engineering, shipbuilding and agriculture. They worked as ambulance and fire
engine drivers, as ARP wardens and as nurses. Many women welcomed the
increased opportunities. However, at the end of the war, it seemed that
attitudes had not changed because most women lost their jobs to the
returning men.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source
Question: How useful is Source C as evidence to an historian studying
prominent women role models in business since the 1960s?
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source
(1/2)
E.g.: Source C is useful because it tells us how Anita Roddick had started the
Body Shop organisation and how it has become a global organisation.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases attribution (3)
E.g.: Source C is useful because it shows how one woman took the initiative
to start a business of her own and how it had become a global operation. The
source is from a recent statement by Anita Roddick herself, the founder of
Body Shop.
Deals with content of source well and considers origin of source
(4)
E.g.: Source C, spoken in 2006, is useful because it illustrates an example of
a prominent woman role model in business. It demonstrates how one woman
had bucked the trend against male dominance in business. The source is part
of a statement for inclusion in Roddick’s website in 2006, which will provide
an historian with useful information about this prominent role model.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source
(5)
E.g.: Source C is useful to an historian studying prominent women role
models in business because it provides an outstanding example of how one
woman has succeeded in what has been regarded as predominantly a man’s
world. The source is first-hand evidence, but may be a little biased, as it is a
statement from Roddick herself. The source provides just one example of a
role model; an historian would have to look at other examples in order to
acquire a fuller view.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation
Question: In Source D the author is saying that women have not made
much progress in terms of employment in the twentieth
century. Is this a valid interpretation?
[8]
In your answer you should use your own knowledge of the topic, refer to the other relevant
sources in this question, and consider how the author came to this interpretation.
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support
(1/2)
E.g.: Yes/no – Most top jobs are still done by men/there are many more
women in employment than ever before and an increasing number are
achieving top jobs.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks: A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred)
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian
E.g.: The interpretation is valid to an extent because many top positions are
still held by men. The interpretation is backed up to an extent by Source B.
We know that, although an increasing number of women were employed in
both world wars, they were not at a top level and most women had to give up
their jobs when the wars ended. However, since 1945, increased educational
and job opportunities have made it possible for an increasing number of
women to achieve the top jobs. The interpretation was written by a modern
historian.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
E.g.: The interpretation was written, with the benefit of hindsight, by a modern
historian, who had researched his topic and collected lots of evidence by the
year 1992. The interpretation should be valid as it was written in a detailed
history book, but it does not take into account the evidence in Source C,
which shows how a woman has created a global organisation. Since the book
was published in 1992, more women have achieved top jobs, like Stella
Rimington (Head of MI5) and Barbara Mills (DPP). In education, too, an
increasing number of women are becoming head teachers. The interpretation
is partly valid.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: Who was Marie Stopes?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: She was a woman who was interested in family planning.
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: Marie Stopes was a university lecturer who was interested in women’s
rights. She was alarmed at the lack of family planning that she saw around
her and, in 1921, she set up the first birth control clinic. She wrote over 70
books, many about marriage and family planning.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why women were traditionally the main homemakers in the early twentieth century.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: Women were regarded as mothers and housewives; they were expected
to look after the home and the family.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: Before 1914, women were not expected to work, once they were
married. They were expected to fulfil the traditional female role of housework
– cleaning, washing, ironing and cooking – and child-rearing. This was a fulltime occupation for many women, as families were very large. This was a
male-dominated society, where the wife pandered to the needs of the
husband.
4
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was the role of women during the Depression
of the 1930s?
[5]
LEVEL 1
Generalised answer, making few relevant points
(1/2)
E.g.: Women did a very important job, keeping the family together and
‘making ends meet’.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: The role of women was very important. This was a time of mass
unemployment and cruel hardship. Women often made sacrifices on behalf of
their families; they used ways of making things last and made food, etc., go
further. Women had to make the miserly ‘dole’ money go as far as possible;
they sometimes sewed or washed for other people, to supplement their tiny
income. They often sacrificed their own food, so that husbands remained
healthy, in the hope of getting work.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: Women played a very important role during the Depression years of the
1930s. They kept the family together and kept up the morale of the husband
during his search and, perhaps, long wait for work. They were often
matriarchs and saviours.
5
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe some labour-saving devices used in the home
since the 1960s.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: Vacuum cleaners and washing machines.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: Vacuum cleaners were developed by Hoover; they sucked up the dust
around the home, making the job easier than brushing. Vacuum cleaners
have now developed into different forms, including the popular Dyson.
Washing machines started as boilers, then twin-tubs and have now evolved
into automatic washing machines and dryers. They have made the job of
washing clothes considerably easier. Other labour-saving devices include
fridges and dishwashers (some description needed).
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how women have benefited from improved health
care since 1945.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: The introduction of the NHS after the Second World War, with its free
health care, has benefited women considerably.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: The NHS relieved women of a burden when free health care was
introduced. The establishment of child welfare clinics and maternity hospitals
were further boosts. The introduction of birth control has led to smaller
families, less worries and has given mothers more time to themselves.
6
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: How far have developments in home and family life improved
the lives of women throughout the twentieth century?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: Birth control and the introduction of labour-saving devices have
improved the lives of women throughout the twentieth century and given them
more freedom.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: Women’s role at home has gradually evolved from traditional homemaker before 1914, looking after a large family and a crowded home, to a
smaller family, thanks to methods of birth control and a more easily
maintained home, because of labour-saving devices and improved housing
standards. There has not always been improvement, however: in the
Depression of the 1930s, women struggled to make ends meet and, in both
world wars, family life suffered.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: Developments in home and family life now enable women to have a dual
role, as mother and career person. However, in some respects/areas, the
traditional role of women is still expected. Developments have not always
improved the role and status of women because of the persistence of
outmoded attitudes.
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: Who was Millicent Fawcett?
(2)
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: She was a political campaigner.
LEVEL 2
A more detailed and accurate description
(2)
E.g.: Millicent Fawcett was an active campaigner for women’s suffrage. She
became president of the National Union of Women’s Suffrage Societies in
1889 – these were the Suffragists, the peaceful political campaigners.
7
(1)
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how women benefited after getting the vote in 1918
and 1928.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: Women aged over 30 were given the vote in 1918 and those over 21 in
1928.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: 8 million women were able to vote in 1918. This meant that they could
vote for a woman and Nancy Astor became the first woman to take her seat in
the House of Commons in 1919. She was an advocate of women’s rights.
The 1928 Act put women voters on a par with men, by giving the vote to all
women over 21. Politicians would now have to listen more carefully to the
needs of women now that they had the vote.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was Emmeline Pankhurst in the campaign for
votes for women?
[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: Emmeline Pankhurst fought militantly for votes for women.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: With her daughter Christabel, Emmeline Pankhurst established the
Women’s Social and Political Union in 1903, to fight for the right for women to
vote. They organised a long, bitter and physical campaign to win the vote.
They were important in gaining publicity for their Votes for Women campaign,
either through the publication of their own newspaper Votes for Women, or
through their militant activities like setting fire to post-boxes.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: Emmeline Pankhurst certainly raised public awareness of the issue of
Votes for Women, but some have questioned whether her militant tactics
went too far and turned some people against the Suffragette Movement.
However debatable this may be, Emmeline Pankhurst did play an important
part in some women gaining the vote in 1918.
8
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe some of the Labour government’s reforms which
helped women after 1945.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
(1)
E.g.: Women were helped through the Labour government’s Welfare State
reforms.
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: The National Insurance Act 1946 was compulsory for unmarried women
but it allowed married women to opt into the scheme. Benefits were received
during illness or unemployment. National Insurance also provided maternity
benefits. Mothers received a lump sum on the birth of each child and, if they
had been paying NI, they received an allowance for 18 weeks. Family
allowances were paid at the rate of 5 shillings (25p) a week for every child
after the first.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how the work of the Equal Opportunities Commission
has helped women since the 1970s.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: The EOC attempted to achieve equal opportunities for women.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: The Equal Opportunities Commission was established in 1975 in order
to enforce the terms of the Equal Pay Act 1970 and the Sex Discrimination
Act 1975. Women were helped by the work of the EOC because it was
intended to ensure that there was equal pay for like jobs and that there was
no discrimination in education, job recruitment and advertising on grounds of
gender. The EOC has found it very difficult to apply its role effectively.
9
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: How much impact have women had on politics from 1900 to
the present day?
Explain your answer fully.
(7)
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: Women have had an impact because they have many more political
rights than they had in 1900.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: Women have gained political rights due to the impact of the early
campaigners, like the Suffragists and the Suffragettes. By 1928, all women
over 21 could vote and this was further reduced to 18 from c.1970. Post-war
Labour governments passed reforms to help women and legislation was
introduced in the 1970s – Equal Pay Act, Sex Discrimination Act, as well as
the Equal Opportunities Commission - to try to create equal rights for women.
Even Mrs Thatcher claimed that ‘the battle for women’s rights had been
largely won’. However, the impact of women has not been completely
successful.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: Women are still not the equals of men in terms of politics. There has
been only one female Prime Minister – Margaret Thatcher – and only one
Speaker of the House of Commons – Betty Boothroyd. There are only c.100
women MPs out of a total of about 650. The Equal Opportunities Commission
and other agencies created by government since the 1970s still have much
work to do, so that women can be fully equal politically. However, in 2006,
Baroness Helen Hayman created history by becoming the first-ever Speaker
of the House of Lords. The impact of women on politics has been
considerable, but there is still work to be done.
GCSE History MS - Paper 11
The Changing Role and Status of Women (Summer 2008)/ED
28/08/2008
10
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/13 – SPORT, LEISURE AND TOURISM,
c.1900 to the present day
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN-DEPTH
PAPER 165/13 – SPORT, LEISURE AND TOURISM, c.1900 to the present day
MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of own knowledge
Question: Use Source A and your own knowledge to describe a
traditional British holiday resort.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
E.g.: Source A shows a family at the seaside.
LEVEL 2
Places source in its historical context; provides some background detail
(2/3)
E.g.: The source shows a family at a traditional British holiday resort in the
mid-twentieth century. The whole family is at the seaside enjoying the sand
and the fresh sea air. In the background can be seen a pier, probably with its
usual entertainments. There would probably be donkey rides at this resort
and Punch and Judy shows.
Question 1 (b)
Target:
(AO ii) Comprehension and understanding of a written source; recall of own knowledge
Question: Use the information in Source B and your own knowledge to
explain the appeal of package holidays.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source
only
(1/2)
E.g.: Package holidays appealed because since the 1970s, more such
holidays have become available and holidays to more exotic locations can
now be afforded.
LEVEL 2
Clear explanation of the content with an attempt to provide some
context.
(3/4)
Needs explanation and background knowledge for highest mark
E.g.: Package holidays appealed because they provided the whole package –
flight, accommodation and meals. The tour operator would arrange all these.
They also appealed because short haul flights could take families to sunny
locations like Spain or Greece and long haul flights could take them to the
USA or Australia, for example.
1
Question 1 (c)
Target:
(AO ii) Comprehension, analysis and evaluation of a primary source
Question: How useful is Source C as evidence to an historian studying
how British holidays have changed in recent years?
Explain your answer using the source and your own
knowledge.
[5]
LEVEL 1
Generalised answer; paraphrases content of source
(1/2)
E.g.: Source C is useful because it says holidays in Wales have changed –
activity holidays, and short breaks throughout the year – making holidays
here attractive still.
LEVEL 2
Considers usefulness of the source in terms of its content
OR
Deals with some aspects of content; copies / paraphrases attribution (3)
E.g.: Source C is useful because it says that British holidays have changed
and adapted to different needs, making them popular still. The source was
written by the editor of the Wales Tourist Board Magazine.
Deals with content of source well and considers origin of source
(4)
E.g.: Source C, written in 2001, accepts that the traditional two-week holiday
at home in Britain is not as popular as its equivalent abroad, but it does
indicate some dissatisfaction with foreign holidays and shows the
determination of British holiday organisers to adapt to change. The source is
primary evidence, written by someone who has a vested interest in British
holidays and that may make the source less useful, as it may be biased.
LEVEL 3
Gives a reasoned evaluation, considering usefulness in terms of
content, origin and purpose of source
(5)
E.g.: Source C was written to inform people about holidays in Wales, to try to
show that they had changed and to try to appeal to British holiday makers.
The source should be useful to an historian studying how British holidays
have changed, but an historian would have to look at other sources of
evidence, too, in order to gain a balanced picture.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation
Question: In Source D the authors are suggesting that holidays in
Britain have always been popular.
Is this a valid interpretation?
[8]
In your answer you should use your own knowledge of the topic, refer to the other relevant
sources in this question, and consider how the author came to this interpretation.
LEVEL 1
Generalised answer; paraphrases the source or attribution; tends to
agree or disagree with statement but with no real support
(1/2)
E.g.: Source D is a valid interpretation – lots of people still holiday in Britain
and young families especially are likely to holiday here, rather than abroad.
LEVEL 2
Apply the following here:
(3/4)
For 3 marks: A weak one sided answer with some contextual support OR
A limited two sided answer with little contextual support
For 4 marks: A strong one sided answer with more contextual support OR
A weak two sided answer with some contextual support
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A two sided answer with some contextual support for both
views; use made of other sources (this can be inferred)
For 6 marks: Clear two sided answer with contextual support; use of other
named sources; will refer to attribution as an interpretation
from an historian
E.g.: The interpretation is supported by the evidence in Source C, which
shows some dissatisfaction with package holidays and shows how British
holidays had adapted and changed in order to continue to appeal to British
holiday makers. The interpretation backs up the evidence in Source A, too –
although the picture refers to mid-twentieth century, seaside holidays in
Britain are still popular. The interpretation is from modern historians who have
written a specialist book, including aspects of holidays and tourism.
LEVEL 4
Strong and balanced two sided answer with good support from other
sources and own knowledge; detailed evaluation of the attribution (7/8)
E.g.: The interpretation was written, with the benefit of hindsight, by modern
historians, who have produced a book for use by examination classes and
have obviously looked up the statistics with regard to holidays in Britain.
However, the interpretation does not take into account the evidence of Source
B which shows how popular and affordable package holidays are. Many
British people take their holidays abroad, as is evident from television reports
whenever there is disruption at a British airport but, obviously, many more
continue to take their holidays in Britain at the ever-increasing number of
holiday attractions here. The interpretation is valid.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What was a day trip before 1918?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: It was a day out, usually for working people.
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: A day trip before 1918 was a day out to the seaside or to some local
beauty spot. This was affordable for working people. Charabancs were a
particular appeal at this time, as they were a fairly new development.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how the reduction of the working week after 1918
affected leisure.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: People had more time for leisure.
(1/2)
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: The working week was reduced to a maximum of 48 hours. This meant
that many people now had Saturday afternoon free or, indeed, the whole of
Saturday. This meant that the ‘weekend habit’ started to develop. People
could organise local visits or activities, support a sports team or even take up
the habit of playing sport.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was the introduction of holiday pay in the
1930s?
[5]
LEVEL 1
Generalised answer, making few relevant points
(1/2)
E.g.: It gave people more opportunities to take part in leisure activities.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: Holidays with pay were first introduced between 1919 and 1922. By
1929, three million people were receiving at last one week’s holiday with pay.
In 1938, the Government passed an act which gave most workers a holiday
with pay for the first time. This was important because people could now visit
the traditional resorts like Blackpool, Barry or Porthcawl. They could travel by
bus or train. In South Wales, there was the Miners’ Fortnight and, in the North
of England, there was the ‘Wakes Week’ when workers could participate in
their leisure activities.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: The introduction of holiday pay in the 1930s was important because, by
1939, over 15 million people enjoyed a week’s holiday with pay. Along with
the development of holiday camps, the introduction of holidays with pay was
to lead on to the period 1945-1965 becoming the high point of the ‘great
British family holiday’, when there were lots of opportunities for leisure.
4
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe the changes in the Sunday closing laws in the early
1990s.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: Sport could be played on a Sunday.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: More activities took place when the ban on Sunday closing was lifted.
Sunday shopping was allowed from 1993; legal Sunday horse-racing and
greyhound racing and betting began in 1995, as fewer people attended
religious worship on a Sunday.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why higher living standards since the 1960s led to
increased opportunities for leisure.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: People earned more money; they worked fewer hours per week and had
more time for leisure.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: Because more people were earning more money and had more time to
spare, local authorities provided more leisure facilities. There had been the
traditional parks with tennis courts and bowling greens; now there were more
sophisticated leisure facilities provided in leisure centres, where multiactivities provided people with physical pursuits which compensated for
people’s more sedentary life styles. Higher living standards led to higher
expectations and people put pressure on governments to gain more access to
the countryside, which has been made more available for
hiking/rambling/cycling. People have been able to retire earlier than in the
past; these people have also sought opportunities for leisure, including
foreign travel and even challenging physical activities.
5
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: Has increased car ownership been the main cause of
changes in the growth of leisure from 1900 to the present
day? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: Yes/no – car ownership increased rapidly from about 1960 and has had
a huge impact on leisure/other factors have been more important than car
ownership.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: Motor cars were a very new invention at the beginning of the twentieth
century and only the rich could afford them. By the 1930s, middle class
people could afford cars and they began to take short breaks and holidays.
By about 1960, mass car ownership became a reality and this did transform
opportunities for leisure. Holidays were affected because people could travel
to a seaside resort for just one day, instead of staying in a B & B for one
week; and children could be driven to their various leisure activities by car.
However, increased car ownership has not been the only major cause of
change, higher incomes and higher living standards have been a cause, too.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: There have been many causes of change in the growth of leisure
throughout the twentieth century – the reduction of the working week,
holidays with pay, as well as the causes noted above. Changes have been
gradual but it is probably true to say that increased car ownership has played
a greater part in making leisure activities available to more people than any
other cause.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question: What were the ‘talkies’?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: Films with sound.
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: The ‘talkies’ took over from the silent cinema. They were ‘talking
pictures’, the first of which was The Jazz Singer, with Al Jolson, in 1927.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain why BBC radio was so popular in the 1920s and
1930s.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: People could listen to a variety of programmes – dramas, classical
music and news.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: The BBC was set up in 1922 and broadcast on two networks, offering a
variety of entertainment and information. At first, the ‘wireless’ was too
expensive for most people, but mass production methods made it more
affordable in the 1930s. By 1935, half the population of Wales had radio
licences and, from 1937, BBC was broadcasting from Cardiff. Radio was new,
affordable and had caught the imagination of the public.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues
Question: How important was the cinema in the Second World War? [5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: It provided people with escape and relaxation.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
E.g.: The cinema was important because people could go to see fantasy and
escapist films like the American epic Gone with the Wind and The Great
Dictator in which Charlie Chaplin poked fun at Hitler. It was also important
because the Ministry of Information could show public information films and
people could be informed about the progress of the war through Newsreel.
LEVEL 3
Detailed and accurate explanation which provides a reasoned
judgement / evaluation; the answer addresses the thrust of the question
(5)
E.g.: Cinema was very important because it enabled information to be
censored and kept up morale at a very challenging time in British history.
7
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues
Question: Describe some developments in popular music in the 1960s.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
E.g.: There was Rock and Roll which appealed to teenagers.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
E.g.: The ‘Swinging Sixties’ built on the Rock and Roll era, with the Beatles
being the favourite group at that time. Their success popularised music and
inspired other groups – the Rolling Stones, the Animals, the Who and the
Kinks. The guitar and drums were made popular. Every part of Britain
developed their own stars – the Valleys had Tommy Scott and the Senators
(Tommy Scott later changed his name to Tom Jones). Long-playing albums
were made and rock festivals were organised.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues
Question: Explain how cinema has changed since the 1990s.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: Many cinemas closed down because of competition from television.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
E.g.: To meet the challenge of television and declining attendance from the
1960s, cinema has had to up-date itself. So, since the 1990s, special effects
and high-quality stereo sound attracted people to block-buster films like
Jurassic Park, the Harry Potter series and Lord of the Rings. New,
comfortable ‘multiplex’ cinemas have been built with up to 8 screens.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues
Question: Has television been the most important development in mass
entertainment from 1900 to the present day?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: Yes/no – There is a television in every home/cinema has lasted longer.
LEVEL 2
To distinguish between 3 and 5 marks apply the following framework
(3-5)
For 3 marks: A one sided answer with some support OR
a very weak two sided answer
For 4 marks: A reasoned one sided answer OR a weak two sided answer
with some contextual support
For 5 marks: A very good one sided answer OR an unbalanced two sided
response with contextual support
E.g.: Ever since the televising of the Queen’s coronation in 1953, TV has had
a huge appeal. Television has had a huge impact on people’s lives: people
can now watch films at home, rather than go to the cinema; and they can
watch live sporting events form any part of the world. Television has had such
a massive impact that it has led to many cinemas closing down. Television
has led to further developments in mass entertainment, like the video
recorder and the DVD player. Wide-screen TV sets have been developed for
improved ‘home viewing’, along with LCD screens and the current
implementation of digital TV. However, other developments have had a huge
impact on mass entertainment, too, especially cinema.
LEVEL 3
To distinguish between 6 and 7 marks apply the following
(6-7)
For 6 marks: A good explanation / evaluation of the topic but lacking some
detail or balance
For 7 marks: A reasoned and supported two sided answer with good
balance, using accurate and relevant historical detail
E.g.: However, television is just one of many factors which have contributed
to the development of mass entertainment since 1900: gramophone, radio,
cinema, pop music, satellite and digital broadcasting, and computers and the
Internet. Each has made its contribution during the course of the twentieth
century but probably television has been the most important development as
it seems to dominate our lives.
GCSE History MS - Paper 13
Sport Leisure and Tourism (Summer 2008)/ED
28/08/2008
9
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/14 - GERMANY 1919-1991
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
OUTLINE PAPERS
PAPER 165/14 - GERMANY 1919-1991
MARKING SCHEME
SECTION A
Question 1(a)
Target:
Recall and description of key events and issues (AO i)
Question: Who was Josef Goebbels?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: Candidates may refer to a Nazi leader.
LEVEL 2
A more detailed and accurate answer with some development OR
two weak but valid points
(2)
Indicative content: candidates may refer to his role in the Nazi propaganda
machine.
Question 1(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the Munich Putsch of 1923.
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content:
power.
LEVEL 2
[4]
candidates may refer to Hitler's failed attempt to take
More detailed and accurate answer; development of one point for
3 marks; Two developed points for four marks
(3/4)
Indicative content: candidates may refer to Hitler's attempt to seize power.
They may describe the circumstances that led Hitler to believe that the time
was right to make a bid for power. They may describe his take over of the
Bavarian government, the planned march on Berlin and its failure when the
authorities held strong.
1
Question 1(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why there was unrest in East Germany after 1949.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may describe the poor working and living
conditions and possibly the harshness of life under the political regime.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
(4-6)
Award 5/6 marks for two or more clear reasons well explained
Indicative content: candidates will provide description but will also focus on
the reduction of industrial capacity, the shortage of raw materials and the
government's emphasis on rebuilding heavy industry and poor wages leading
to industrial unrest. They may mention protests in Berlin in 1953 and the call
for a general strike which was brutally suppressed by Soviet troops. They
may focus on social conditions and the attraction of better conditions in West
Germany leading to the building of the Berlin Wall in 1961. They may discuss
political repression and tighter state security.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why was Gustav Stresemann important during the Weimar
Republic?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to Stresemann's role in improving
the situation in Germany.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer a descriptive account with some
attempt to evaluate.
They may refer to Stresemann bringing about
improvement and restoring confidence. They may focus on his economic
successes and attempts to restore Germany's standing in foreign affairs.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will provide an analysis of the key issue of
importance. They will focus sharply on his achievements in restoring
confidence in the economy by referring to hyper-inflation, strides in increasing
industrial output and securing US investment and financial support. Credit
reference to successes on the foreign front, such as Locarno, entry into the
League of Nations, the Kellogg – Briand pact and Germany's restoration as a
world power, if seen. They may discuss how political stabilisation saw a drop
in support of extremism.
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: What were the main features of Germany`s political and
economic development between 1919 and 1991?
[10]
In your answer you may wish to consider the Weimar Republic, the Nazi years, the rule of
Adenauer, East and West Germany after the Second World War, the situation in 1991 and
any other relevant factors.
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: candidates may refer to the period as one of great political
change.
LEVEL 2
Apply the following framework:
Award 3 marks for a couple of related facts; superficial coverage
(3-5)
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on one period only, possibly Nazi
Germany or provide a poor outline of political change across the period.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may focus on Germany's political and
economic development from democracy to dictatorship and back again with
reference to the instability of the Weimar Republic, the totalitarianism and
repression of Nazism, defeat in World War II and the division of Germany,
developments in East and West Germany, ostpolitic and the later policies of
Kohl and reunification. There will, however, be little reference in variations in
political and economic systems across the period.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide a sound chronological account of
Germany's political and economic development across the period, as in Level
3, but with greater detail and depth. There will be a clear attempt to deal with
variations in political and economic systems, including shifts from Weimar
democracy to Nazi dictatorship and the return to post-war West Germany,
and the command economies of Nazi-Germany and post-war East Germany
compared to the free market conditions of Weimar and post-war West
Germany. Candidates may refer to periods of intense nationalism and
reconciliation with other countries and periods of economic prosperity and
hardship.
4
Question 2(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was the German Labour Front (D.A.F.)?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to German workers.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may refer to the replacement of Trade Unions
by the German Labour Front which was set up to control the workforce. They
may allude to the SdA / KdF and this should be rewarded.
Question 2(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe how the Depression affected the lives of the
German people in the early 1930s.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content: candidates may refer to unemployment, homelessness,
and loss of savings.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for 4 marks
(3/4)
Indicative content: candidates may refer to spiralling unemployment,
homelessness, cuts in benefit payments and tax increases leading to strikes
and demonstrations. They may refer to the depression affecting all social
classes and how it triggered a political crisis which ultimately brought the
Nazi's to power.
5
Question 2(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why life became more difficult for German people on
the Home Front during the Second World War.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may describe the effects of bombing.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
(4-6)
Award 5/6 marks for two or more clear reasons well explained
Indicative content: candidates will provide description but will also focus on
how Germany prepared for total war. They may refer to the impact of allied
bombing, food shortages and rationing, evacuation and longer working hours.
They may focus on misery and deprivation being compounded by military
defeat.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why was Konrad Adenauer important to West Germany after
the Second World War?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to how his policies changed lives for
the better e.g. unemployment was reduced.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR
a very good descriptive only account
Indicative content: candidates will offer a descriptive account with some
attempt to evaluate on how he transformed Germany after the war by
restoring confidence in the economy and building a Welfare State.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: Candidates will provide an analysis of the key issue of the
importance of Adenauer. They may focus on economic triumph of repairing
war damage and stabilising the economy by reference to the introduction of a
new currency, free-market policy, modernisation of industry and the decline in
unemployment. They may refer to the creation of a Welfare State, home
building and improved living standards and his aim to instil a moral rebirth
after the brutality of Nazism. They may also discuss his successes in
transforming Germany from a post-war occupied zone into a respected
independent nation. They may refer to Adenauer as the embodiment of a
New Germany, the catalyst in her social, economic and political
transformation.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How did the lives of the German people change between
1919 and 1991?
[10]
In your answer you may wish to consider the impact of World War I, the Depression,
Nazisim, the post-war economic miracle, the situation in 1991 and any other relevant factors.
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: candidates may refer to the period as a time of great
changes when the German people became worse off.
LEVEL 2
Apply the following framework:
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on one group throughout the
period, for example, women or Jews or will provide a poor overview of how
the lives of Germans changed during the period.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may focus on workers in the 1920s, Jews in the
1930s, the deaths of millions in World War II, the contrasting experiences of
West and East Germans post division in 1945 and the eventual euphoria of
re-unification. There will be little attempt however to differentiate between the
contrasting experience of the German people.
LEVEL 4
An effective overview of the changes with a genuine attempt to
(9/10)
differentiate; recognition of the varying impact of changes. Must build
on very good chronological coverage
Indicative content: candidates will provide a good chronological account of the
period as in Level 3 but in greater depth and detail. There will be a more
direct attempt to provide clear examples of the contrasting experiences of
different groups of German people in different periods. Examples might
include the contrasting experiences of Jews and non-Jews in the Nazi period,
the role of women in the Third Reich in contrast to that of men, the differing
experiences of West and East Germans.
8
Question 3(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was Blitzkrieg?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to Germany at war.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may refer to the German tactic of lightning
war.
Question 3(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the Berlin Blockade of 1948-1949
(4)
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content: candidates may refer to Berlin being cut off.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for four marks
(3/4)
Indicative content: candidates may refer to Stalin's order to cut off all road,
rail and canal links between West and East Berlin. They may refer to the airlift of goods into West Berlin and to Stalin's step down.
9
Question 3(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why Germany invaded Poland in 1939.
LEVEL 1
Award 1 mark for vague generalisations
[6]
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may describe to Hitler's aim to increase the
size of Germany by taking over other countries. They may make reference to
the terms of the Treaty of Versailles.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
Award 5/6 marks for two or more clear reasons well explained
Indicative content: candidates will provide description but will also focus on
German expansionism, avenging the Treaty of Versailles and the needs for
lebensraum. They may refer to the terms of the Nazi-Soviet Pact. They may
also refer to demands for the restoration of Danzig and to the return of the
Polish corridor.
10
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: In what ways was Germany affected by the terms of the
Treaty of Versailles?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to a harsh and unfair treaty.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer a mostly descriptive account of the
treaty in terms of the economic sanctions, territorial losses and military
restrictions. There might be some attempt to focus on the harshness and
unfairness and the negative impact on Germany.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will display a sound grasp of the terms of the
treaty with a more explicit attempt to analyse and explain the negative impact
on Germany. There will be a sharper focus on the resentment caused by the
war-guilt clause as part of a dictated peace and how the treaty was a blow to
Germany's autonomy and national interests as an outcast country in the early
1920s.
11
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How important was Germany`s role in world affairs between
1919 and 1991?
[10]
In your answer you may wish to consider the aftermath of World War I, the Stresemann era,
the Nazi years, the Cold War, the situation in 1991 and any other relevant factors.
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: candidates may refer to Germany invading countries.
LEVEL 2
Apply the following framework:
(3-6)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on German foreign policy in one
period, possibly the aggressive expansionism in the 1930s or a poor outline of
German foreign policy and attempts to promote Germany's world position.
LEVEL 3
Apply the following framework:
(6-5)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may focus on German foreign policy across the
period focussing on Weimar's attempts to deal with the Treaty of Versailles,
the nationalism and expansionism of Nazism, World Ward II (expansionism
and retreat), the post-war division of Germany, Adenauer's pro-Western
policy, the Soviet inspired stance of the East, Ostpolitik and the eventual drive
for re-unification. There will be little appreciation of shifts in foreign policy
across the period and Germany's changing attempts to promote its position in
the world.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide a sound overview of German
foreign policy across the period, as in Level 3, but with greater detail and
depth. Candidates will recognise shifts in emphasis and policy in attempting
to develop Germany's world position. These might include the contrasting
policies of Weimar and Nazi Germany in attempting to promote Germany's
position in the world, the conflicting policies of East and West Germany post
division, the shift towards Ostpolitic and the eventual merging of the two
Germanies with all the implications for Germany's rehabilitation as an
important world power.
GCSE History MS - Paper 14
Germany (Summer 2008)/ED
28/08/2008
12
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GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/15 - PALESTINE AND ISRAEL IN THE
MIDDLE EAST 1919-1990
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
OUTLINE PAPERS
PAPER 165/15 - PALESTINE AND ISRAEL IN THE MIDDLE EAST 1919-1990
MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i)
Question: Who was David Ben-Gurion?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to a Jewish leader.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content:
Minister of Israel.
candidates may refer to the Prime Minister/Defence
Question 1(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the Balfour Declaration of 1917.
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content:
Jews.
LEVEL 2
[4]
candidates may refer to Britain's promise to help the
More detailed and accurate answer; development of one point for
3 marks; two developed points for four marks
(3/4)
Indicative content: candidates will refer to the British Foreign Minister's
support for the setting up in Palestine of a national home for the Jewish
people.
1
Question 1(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why British policy towards the Arabs changed after
1939.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may refer to improved relations between
Britain and the Arabs and possibly Britain's need for Arab support during the
forthcoming war.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
(4)
Award 5/6 marks for two or more clear reasons well explained
(5-6)
Indicative content: candidates will provide description and will focus on the
dramatic shift in Britain's policy towards the Arabs in 1939. They may refer to
the London Conference of 1939 and Britain's decision to enforce its own
policy in Palestine. They might refer to the plan to limit and eventually end
Jewish immigration to Palestine and ultimately create an Arab-majority
Palestinian state. They should refer to Britain's fear of Germany becoming
friendly with the Arab states and the need to maintain oil supplies and access
to the Suez Canal.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why was American support important to the development of
Israel between 1948 and 1978?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to friendly relations with America
and support to the state of Israel.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer a descriptive account with some
attempt to evaluate. They may refer to America exercising considerable
influence on the development of Israel by supporting partition plans and the
establishment and recognition of Israel. They may refer to the importance of
US military and financial support and as a sponsor of peace in the conflict.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will provide an analysis of the key issue by
sharpening the focus on US support for Israel in the period. They may refer
to the Jewish lobby, US support for Israel's membership of the United
Nations, and its power to veto anti-Israeli resolutions. They may refer to the
vital importance of US military and financial support, presidential policy –
Truman, Eisenhower and Johnson, the role of Kissinger and the Camp David
Accords.
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: What were the main factors in bringing about change in
Palestine and Israel between 1919 and 1990?
[10]
In your answer you may wish to consider problems created by Jewish immigration before
World War II, the declaration of the State of Israel, the economic and military development of
Israel, the situation in 1990 and any other relevant factors.
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: candidates may refer to wars between the two states.
LEVEL 2
Apply the following framework:
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on one or two events and
concentrate on one group in one or more periods. Alternatively, candidates
may provide a poor outline of events across the period.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may focus on the development of Palestine
and Israel across the period, including reference to the British Mandate,
relations in the 1920's and 1930's, British policy making, the growth of Jewish
extremism after the Holocaust, the declaration of the State of Israel in 1948
and the work of David Ben-Gurion, the significance of the four major wars, the
plight of Palestinians, Palestinian estremism, moves towards peace in the
1970's, the Intifada, and the breakdown of the peace process. There will be
little appreciation of variation in policy over time.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide a thorough outline of events and
developments across the period as in Level 3, but with greater detail and
depth. They will focus on shifting emphasis, the relative importance of key
factors in bringing about change and the changing contributions to the
development of Palestine and Israel. They may refer to the success of the
Jews in pushing for the State of Israel in 1948 with catastrophic
consequences for the Palestinians, the shift towards the Israeli recognition of
the need for a peace settlement and the continuing search for Palestinian
statehood and the impact of international terrorism.
4
Question 2(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was Zionism?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to helping the Jews.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may refer to Zionism as a militant movement
to create an exclusively Jewish homeland in Palestine.
Question 2(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the aims of the P.L.O.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content: candidates may refer to support for Palestinian Arabs /
opposition to Jews.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; Two developed points for four marks
(3/4)
Indicative content: candidates may refer to the aim to eliminate the State of
Israel and to restore Palestinian Arabs to their homeland. They may describe
the PLO's militancy and the use of guerilla attacks on Jewish settlements.
5
Question 2(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why Jewish immigration to Palestine increased
between 1919 and 1939.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may refer to more Jews moving to Palestine
and to demands for a permanent home.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
Award 5/6 marks for two or more clear reasons well explained
(5/6)
Indicative content: candidates may refer to the growth of the Jewish
population and its ideological, spiritual and emotional importance. They may
discuss the creation of tension within Palestine and the impact on the Arabs.
They might focus on the issue of illegal immigration as a result of Hitler's
persecution which helped galvanise Jewish society and generate worldwide
sympathy for survivors of the Holocaust and their need for a permanent
homeland.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why did the everyday lives of most Palestinians change
between 1948 and 1967?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to Palestinians losing the war of
1948 and may becoming homeless.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer descriptive accounts with some
evaluation. They will focus on the consequences of the 1948 war and the
expansion of Israeli territory with reference to the death toll and the
displacement of 750,000 Palestinians, a situation compounded by
subsequent Jewish victories. They may describe the conditions in refugee
camps and poor education provision and discrimination in the workplace.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will provide an analysis of the key issues by
focussing sharply on the plight of Palestinian Arabs after 1948 as a
consequence of Jewish victories. They may refer to Arab claims that Zionists
consider Arabs in the Occupied Territories to be unworthy of equality and
justice, and may discuss the lack of political representation leading to a
growth in terrorism and the brutal suppression of the Intifada.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How far did Jewish and Palestinian society develop between
1919 and 1990?
[10]
In your answer you may wish to consider the social and cultural difference between Jews
and Arabs, problems with Jewish immigration in the 1920s and 1930s, the economic and
social development of Israel, the P.L.O., the situation in 1990 and any other relevant factors.
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: candidates may refer to how the Jews did well as a
society while the Palestinians did badly.
LEVEL 2
Apply the following framework:
Award 3 marks for a couple of related facts; superficial coverage
(3-5)
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on one group or provide a weak
outline of the separate development of Israeli and Palestinian societies.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content:
candidates may focus on the social and cultural
development of Palestine and Israel across the period, with reference to
Jewish immigration in the 1920's and 1930's, the loss of Arab land, the
influence of the Jewish Agency and the Supreme Muslim Council, the rapid
development of Israeli society after the 1948 victory, the catastrophe for the
Palestinians and economic stagnation, the statelessness of the Palestinian
people, life in refugee camps, political isolation with the resort to terrorism.
There will, however, be little attempt to differentiate clearly between the
contrasting experiences of the two societies.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide a sound outline of the main factors
in the development of Palestinian and Israeli societies across the period, as in
Level 3, but with greater detail and depth. They will differentiate clearly
between contrasting experiences of the two societies with the rapid growth of
prosperity and confidence in Israel in sharp contrast to the stagnation and
marginalisation of Palestinian society.
8
Question 3(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was the British Mandate of Palestine?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to Britain involving herself in
Palestine – trying to sort out problems.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may refer post-war British control of Palestine
under the terms of the League of Nations mandate.
Question 3(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe what happened at Deir Yassin in 1948.
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content:
massacre.
LEVEL 2
[4]
candidates may refer to people being killed or a
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks
(3/4)
Indicative content: candidates may refer to the Irgun-led massacre of
Palestinians. They may also refer to the leadership of Menachin Begin or to
Plan Dalet.
9
Question 3(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why Israel won the war of 1948.
LEVEL 1
Award 1 mark for vague generalisations
[6]
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may describe the invasion with reference to
Jewish superiority/Arab shortcomings.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
Award 5/6 marks for two or more clear reasons well explained
(5-6)
Indicative content: candidates will provide description and will focus on the
poor training, leadership and military co-ordination of the Arab forces. They
may refer to Jewish superiority in terms of numbers and weaponry and how
the Jews were better disciplined, organised and hardened by the experience
of fighting and with the British during World War II and against them after the
war. They might add that the Jews fought desperately to hold on to their
newly acquired state.
10
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why was the Yom Kippur War of 1973 important for the
situation in the Middle East?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to Israeli victory and territorial gains
/ Arabs defeated.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer description with some attempt to
evaluate. They will describe the surprise Arab attack during Yom Kippur and
how, though victorious, Israel was given a 'wake-up call'. They may refer to
how it raised Arab spirits and gave impetus to a peace settlement leading to
the Camp David Accords.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will provide an analysis of the key issue that
the war was important. The Israelis occupied large areas of Syrian territory
and how the war brought the Arab states closer together thereby restoring
dignity and reviving Arab spirit. The superpowers both worked for a cease
fire, neither wishing to become directly involved in a war with each other. The
Russians fore saw a costly defeat and while America feared an Arab ban on
the export of oil. The 'oil weapon' led to a change in Israeli strategy and gave
impetus to the Camp David Accords.
11
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: What have been the main factors in bringing about conflict in
the Middle East between 1919-1990?
[10]
In your answer you may wish to consider the actions of other nations, the actions of the
Arabs, the actions of the Jews, the situation in 1990 and any other relevant factors.
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: candidates may focus on religion and the fight for land.
LEVEL 2
Apply the following framework:
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
(3-5)
Indicative content: candidates may focus on one side in the conflict involving
Arabs and Jews or on conflict in one or two periods.
LEVEL 3
Apply the following framework:
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
(6-8)
Indicative content: candidates may focus on riots and indiscriminate acts of
violence in the 1920's, the Arab General Strike of 1936, the Arab Revolt and
its brutal crushing by the British, the growth of Jewish extremism after the
Second World War, the four major wars, the development of Palestinian
extremism and the activities of the PLO, the growth of Palestinian civil
disobedience in the Occupied Territories and the Infada. There will be little
attempt to analyse the significance of the factors making for the conflict.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide a sound outline of reasons for
conflict across the period, as in Level 3, but with greater detail and depth.
There will be a clear attempt to assess the varying contribution of Palestinians
and Israelis to the conflict. They may refer to the activities of Jewish
extremists in the build up to 1948 and how they drove Britain into withdrawal
from Palestine, the origins of the war of 1956, the pre-emptive strike launched
by Israel in 1967, the Arab aggression in 1973 and the Palestinian Intifada of
1987. They may refer to the peace process to 1990.
GCSE History MS - Paper 15
Palestine and Israel in the Middle East 1919-1990 (Summer 2008)/ED
28/08/2008
12
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GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/16 - THE UNION OF SOVIET SOCIALIST
REPUBLICS, 1924-1991
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
OUTLINE PAPERS
PAPER 165/16 - THE UNION OF SOVIET SOCIALIST REPUBLICS, 1924-1991
MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i)
Question: Who was Boris Yeltsin?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to a Russian leader.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may refer to the President of Russia or the
successor to Gorbachev in 1991.
Question 1(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the Great Terror of the late 1930s.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content: candidates may refer to Stalin's use of terror to destroy
opposition by imprisonment, torture and death.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for four marks
(3/4)
Indicative content: candidates may refer to Stalin's use of terror tactics to
drive out opposition in industry, agriculture, government, the armed forces
and in intellectual circles.
1
Question 1(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain how the Second World War affected the Soviet
Union.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may describe the suffering by referring to
deaths and the destruction of farmland and factories.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
(4-6)
Award 5/6 marks for two or more clear reasons well explained
Indicative content: candidates will provide description but will focus more
sharply on the impact of war on the Soviet Union. They might include: the
mobilisation of manpower; the role of the Red Army; battles fought; scorched
earth policy; industrial output; establishing a sense of patriotism; up to 40
million deaths; 25 million homeless; devastation and destruction of railways
and factories.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why was Gorbachev an important leader of the Soviet
Union?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to him bringing change and
improving the Soviet Union.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer a descriptive account of the policies
of Perestroika and Glasnost and possibly the modernisation of the country.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will provide an analysis of the key issue that
his policies were important. They should focus on the policies of Perestroika
and Glasnost together with attempts to modernise and democratise the Soviet
Union. They might focus on Gorbachev as being less austere than his
predecessors and may discuss the "New Thinking" in increasing trade with
the west and the reduction of Cold War tension.
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How far did the Soviet Union develop between 1924 and
1991?
[10]
In your answer you may wish to consider the role of Stalin, Khrushchev, Gorbachev, the
collapse of the USSR in 1991 and any other relevant factors.
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: Candidates may refer to the development of the Soviet
Union as one of the most powerful countries in the world.
LEVEL 2
Apply the following framework:
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on the development of the Soviet
Union in one period e.g. the 1930s/40s. Alternatively, they may offer a poor
outline of the development of the Soviet Union across the period using the
scaffolding with some development.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may refer to the power struggle between Stalin
and Trotsky in the 1920s; the emergence of Stalinism; political and economic
developments in the 1930s including industrialisation, the Five Year Plans
and collectivisation; the emergence of a police state and the use of terror; the
Great Patriotic Struggle and World War II; the emergence of the Soviet Union
as a post-war superpower and the development of the satellite states; the
contributions of Khruschev, Gorbachev, Yeltsin and the eventual collapse of
the Soviet Union and loss of superpower status.
There will be little attempt to comment on fluctuating fortunes and changes in
emphasis and policy.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide a good chronological account of
the development of the Soviet Union across the period as in Level 3, but with
more detail and depth. There will be a clear focus on shifts in emphasis and
policy including the emergence of the Soviet Union as a superpower after
W.W.II, the repressive policies of Stalin in contrast to the liberalism of
Khruscher, development during the Gorbachev years and the collapse and
disintegration of the Soviet Union in 1991.
4
Question 2(a)
Target:
Recall and description of key events and issues (AO i)
Question: Who were the kulaks?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to kulaks as peasants or farmers.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may refer to the kulaks as prosperous peasant
farmers who were persecuted by Stalin in a campaign of murder and
violence.
Question 2(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the collapse of the USSR in 1991.
LEVEL 1
[4]
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content: candidates may refer to the difficulty in maintaining control
of the states within the Soviet Union and the demand for independence.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks
(3/4)
Indicative content: candidates may refer to the move for independence in the
states making up the Soviet Union and the demand of reformers for the end
of the Communist Party's domination of the government and the control of
Moscow. They may refer to Gorbachev's failing leadership, the coup of 1991
and the emergence of Yeltsin as leader of the popular opposition together
with his role in the break-up of the Soviet Union and the establishment of the
C.I.S.
5
Question 2(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain how life for the Soviet people was affected by the
Cold War.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may describe the hostility between the Soviet
Union and the West, the construction and threat of nuclear weapons and to
the political control of the Soviet people.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
(4-6)
Award 5/6 marks for two or more clear reasons well explained
Indicative content: candidates will provide description but will focus on
analysing and explaining the impact of the Cold War on the Soviet people.
They may discuss the threat of nuclear war, East-West tensions, political
repression and economic deprivation.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: How did Stalin`s policy of industrialisation affect the lives of
the Soviet people?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to long hours, poor wages and harsh
living conditions.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer a descriptive account with some
attempt to evaluate. They may refer to the Five Year Plans, the role and
perception of the industrial worker and the treatment of 'class enemies' in the
slave camps.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will provide an analysis of the key issue. They
may refer to the negative impact – political repression, brutality and the
restriction of personal freedom. They may discuss harsh working and living
conditions and the treatment of zeks in the gulags. Candidates may argue a
positive impact by describing the 1930s as a time of optimism with an
improvement in living conditions for skilled workers along with better
education provision and medical facilities.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How far were the lives of the Soviet people changed by
communist rule between 1924 and 1991?
[10]
In your answer you may wish to consider the position of peasants, industrialisation, the
impact of World War II, the reforms of Gorbachev, the situation in 1991 and any other
relevant factors.
LEVEL 1
Brief, generalised, vague answers
Indicative content:
communist rule.
LEVEL 2
(1/2)
candidates may refer to harsh conditions under
Apply the following framework:
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on the development of the Soviet
people in one period, possibly the 1930's and 1940's concentrating on Stalin's
rule. Alternatively, they may provide poor outlines of the development of the
Soviet Union across the period and how it impacted on the lives of the people.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may focus on the scrapping of the NEP and
the consequences of Stalin's policies of collectivisation and industrialisation,
the devastation of the Second World Ward and the use of nationalism, the
tensions of the Cold War, de-Stalinisation and the economic policies of
Khruscher, the stagnation of the Brezhnev years and the impact of Glasnots,
Perestroika and democratisation under Gorbachev followed by the chaos of
the collapse of the Soviet Union. There will be little attempt to address the
contrasting experiences of different sections of Russian society.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide detailed accounts as in Level 3 but
with greater depth and detail. They will recognise that the experiences of the
Russian people varied greatly. They will discuss the contrasting experiences
of Kulaks, minority groups and nationalities, the treatment of Party officials,
the creation of elite workers, the position of religious groups and political
dissidents. They may comment further on the impact of changing policies on
the Soviet people by contrasting, for example, the terror of Stalinism and the
greater liberalisation of the Khruschev era.
8
Question 3(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was détente?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to an agreement between the
U.S.S.R. and the U.S.A.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may refer to the USA's recognition of the
frontiers of Eastern Europe and Soviet dominance. They may further discuss
promises to respect basic human rights.
Question 3(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the siege of Stalingrad between 1941 and 1943. [4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content: candidates may refer to the battle between the Red Army
and the advancing German army with the resultant high casualties and
devastation to the city.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks
(3/4)
Indicative content: candidates may refer to the advance of 300,000 German
troops on the city and the determination of the Soviets to halt it at all costs.
They may describe the Red Army's pincer movement surrounding the
German army, cutting off supply routes and von Paulus' surrender.
9
Question 3(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why the Soviet Union invaded Hungary in 1956.
LEVEL 1
Award 1 mark for vague generalisations
[6]
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may provide largely descriptive accounts of
the Soviet invasion and the fighting that followed. They may refer to the size
of the invasion force and the crushing of the rebellion.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
(4-6)
Award 5/6 marks for two or more clear reasons well explained
Indicative content: candidates may provide some degree of description but
the focus will be on explanation and analysing the reasons for the invasion.
They may refer to how the rebellion was inspired by the death of Stalin and
the emergence of Khruschev and the need to stamp his authority by
suppressing reform which might have spread to the satellite states and
damage the Warsaw Pact. They may refer to Nagy's reformist government
and demands for political freedom linked to economic improvement through
greater contact with the west and less control from Moscow.
10
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why did the Soviet Union`s relationship with China change in
the 1950s and 1960s?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to the U.S.S.R. and China falling out
over their views on communism.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer a descriptive account with some
attempt to discuss how and why relations deteriorated. They may refer to the
Soviet Union withdrawing aid and technical advisers to China, and to border
disputes and outbreaks of fighting. They might discuss the ideological split
between Khruschev and Mao over the best path to communism.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will offer a more sophisticated analysis of the
role of Khruschev and Mao in the worsening of relations. They should focus
on Khruschev's policy of de-Stalinisation taken by Mao as an attack on his
own style of leadership along with Mao's disagreement with Khruschev's idea
of peaceful co-existence with the west as a betrayal of communism. They
may refer to Khruschev's view that Mao underestimated the nuclear threat of
the west.
11
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How did the USSR influence world affairs between 1924 and
1991?
[10]
In your answer you may wish to consider the position of the USSR in 1924, the causes and
events of World War II, the Cold War, relations with China, the situation in 1991 and any
other relevant factors.
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: candidates may refer to the strength of the U.S.S.R. and
the aim of spreading communism throughout the world.
LEVEL 2
Apply the following framework:
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on Soviet policy across one period,
possibly the Cold War and attempts to promote Soviet power.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may focus on isolation in the 1920's and
1930's, the work of the Comintern, the nazi-Soviet non-Aggression Pact,
victory in the Second World War, the subjugation of Eastern Europe, Cold
War tensions and incidents, détente in the 1970's, the invasion of
Afghanistan, the improved relations of the Gorbachev era, the collapse of the
Soviet Union and the declining influence of the rump state as a world force.
There will, however, be little appreciation of shifts in power, world influence
and emphasis in Soviet foreign policy across the period.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide sound accounts of Soviet policy
across the period as in Level 3, but in much greater detail and depth. They
will comment on shifts in Soviet foreign policy from world superpower and
international players to exhausted former imperial power. They will focus on
changes in emphasis from deterrence to détente and the changing influence
of the Soviet Union in world affairs from relative isolation in the 1920's and
1930s to nuclear superpower after the Second World War and to lesser
importance and influence after the collapse of the Soviet Union.
GCSE History MS - Paper 16
The Union of Soviet Socialist Republics, 1924-1991 (Summer 2008)/ED
28/08/2008
12
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/17 - THE UNITED STATES OF AMERICA,
1929-1990
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
OUTLINE PAPERS
PAPER 165/17 - THE UNITED STATES OF AMERICA, 1929-1990
MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was McCarthyism?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to the ideas / policies of McCarthy.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may refer to the anti-communist crusade of
McCarthy, the witch hunts, the un-earthing of un-American activities and to
the senate hearings.
Question 1(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the Reagan years.
LEVEL 1
[4]
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content: candidates may refer to the time that Reagan was
president.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for four marks
(3/4)
Indicative content: candidates may refer to Reagan as a Republican
president of the 1980s and to his economic policy of Reaganomics. They
may deal with his foreign policy and the Star Wars programme.
1
Question 1(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why some people opposed the New Deal.
LEVEL 1
Award 1 mark for vague generalisations
[6]
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may describe that the New Deal did not do
enough / interfered too much.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
(4-6)
Award 5/6 marks for two or more clear reasons well explained
Indicative content: candidates will provide description but will focus on why
some opposed the ND for interfering too much by referring to cutting across
states rights, the abuse of presidential power and constitutional infringements.
They may focus on trade unions and benefits as being un-American and why
richer Americans objected to tax increases to fund the scheme.
They may focus on the view that ND did not do enough for sharecroppers and
farm workers and that there was nothing specific for black Americans or
women. Some argued that it was not radical enough e.g. Huey Long, Francis
Townsend and Father Coughlin.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why did the lives of women in America change in the 1950s
and 1960s?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to life improving for women with
increased opportunities.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will provide largely descriptive accounts of the
changing role of women after World War II. They may refer to life in suburbia
and how things began to change in the 1960s with the women's liberation
movement and the influence of Betty Friedan and NOW. There should be
some attempt to analyse and explain why life changed for women in the
1950s and 1960s.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will provide some element of description of
how life changed but the focus will be clearly on analysing the reasons for
change. They may refer to World War II as a turning point and how some
gained a sense of independence while others reverted back to become homemakers in suburbia. They may refer to how the Civil Rights Movement gave
birth to other protest movements to raise the awareness of the status of
women culminating in the Equal Pay Act of 1963 and the Civil Rights of 1964
which outlawed discrimination. They may refer to the influence of Friedan
and the radical liberation movement together with the publicity gained.
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How much did American society change between 1929 and
1990?
[10]
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: candidates may refer to a period of great change when
Americans became rich.
LEVEL 2
Apply the following framework:
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates will focus on one period e.g. the 1930s with
reference to depression and New Deal or they will provide a poor outline of
change throughout the period.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may focus on the impact of developments in
the USA on various groups, including women, black Americans, young
people, minority groups and different social classes using a good
chronological framework. They may cover the Depression and the New Deal,
the Second World War, post-war prosperity, Kennedy's new frontier,
Johnson's Great Society, changes in popular culture in the 1950s and 1960s
and the policies of Nixon and Reagan. There may be some attempt however
to differentiate between the experiences of the different social groups.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide a sound chronological framework
as in Level 3 but with greater detail and depth. They will differentiate clearly
between the impact of change on various social groups.
4
Question 2(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was the N.A.A.C.P.?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to help for black Americans.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may offer the literal meaning or they may refer
to its aim of opposing racism and segregation through legal action and nonviolent protest.
Question 2(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the events at Little Rock High School in 1957.
LEVEL 1
[4]
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content: candidates may refer to black pupils not being allowed
into school.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for four marks
(3/4)
Indicative content:
candidates may refer to the nine black students
demanding their legal right of access to Little Rock Central High School,
Arkansas. They may focus on the students being denied entry by an angry
white mob, how the State Governor ordered National Guardsmen to prevent
their entry and how Eisenhower had to send in federal paratroopers to escort
the pupils.
5
Question 2(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why Martin Luther King was important in the Civil
Rights Movement.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may describe King's leadership and how much
was achieved because of him.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
(4-6)
Award 5/6 marks for two or more clear reasons well explained
Indicative content: candidates will provide description but will focus on King's
influence on the Civil Rights Movement. They may focus on his charisma and
powerful oratory, his pivotal role along with his pacifist approach and
methods.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why was the Second World War a turning point in the
struggle for the rights of black Americans?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to black Americans fighting for their
country and how things began to improve after the war.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer a descriptive account with some
attempt to evaluate. They may refer to the contribution of the Jim Crow Army
on the war front and to the importance of two million arms workers on the
domestic front.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will provide an analysis of the key issue that
war was a turning point. They will analyse the contribution of black
Americans on the war and home fronts and how participation would be
rewarded. They may argue that in the short-term, opposition from the
Dixiecrats meant that Truman was unable to get any legislation through
Congress, but that he did abolish segregation in the armed forces in 1948.
They may argue that the war stirred black consciousness and how black
Americans became politicised e.g. membership of the N.A.A.C.P. rose from
50,000 to 450,000.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How far did the lives of black Americans improve between
1929 and 1990?
LEVEL 1
Brief, generalised, vague answers
Indicative content:
getting better.
LEVEL 2
(1/2)
candidates may refer to the lives of black Americans
Apply the following framework:
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on the development of the race
issue in one period e.g. the Civil Rights Movement of the 1950's/1960's or
they will provide a poor outline across the period.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may focus on the development of black
Americans across the period by reference to the impact of the Depression,
the racism of the KKK, the role of the N.A.A.C.P., the contribution of black
Americans during World War II, the development of the CRM and seminal
moments, including the Montgomery Bus Boycott and challenges to the
constitution via education, MLK, the development of Black Power, change to
the constitution and political and economic success of black Americans in the
1970's and 1980's. This will be set against the problem of ghettos and the
marginalisation of a black urban underclass. There should be some attempt
to comment on the varied experiences of different groups of black people or
the uneven pace of change in different periods.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide a sound chronological framework of
the period, as in Level 3, but with greater detail and depth. There will be clear
differentiation between the varied experiences of different groups of black
Americans – middle and working class, male and female, urban and rural,
northern and Southern. There will be an appreciation that development was
not equal to whites for much of the period and that the pace of change was
more accelerated after 1945.
8
Question 3(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was the Berlin Airlift?
[2]
LEVEL 1
(1)
A brief or generalised answer or a single related fact or reference
Indicative content: candidates may refer to America helping the people of
Berlin.
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
Indicative content: candidates may refer to how America responded to Stalin's
blockade of West-Berlin by air-lifting two million tonnes of supplies into the
city.
Question 3(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe what happened at Pearl Harbor in 1941.
LEVEL 1
(4)
Generalised response with a simple single fact or two weak references
(1/2)
Indicative content: candidates may refer to the Japanese attack on the US
fleet.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for four marks
(3/4)
Indicative content: candidates will offer a more detailed description of the
surprise attack on the US naval base on 7th December and the damage
caused to the US fleet.
9
Question 3(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why America lost the war in Vietnam.
LEVEL 1
Award 1 mark for vague generalisations
[6]
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
Indicative content: candidates may describe Vietcong tactics and the
difficulties facing US troops.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good but purely descriptive answer
(4-6)
Award 5/6 marks for two or more clear reasons well explained
Indicative content: candidates will provide description but will also focus on
American weaknesses and Vietnamese strengths. They may refer to guerrilla
tactics and how US bombing of the north made the Vietnamese more
determined and how they gained support among the peasant population of
the south and from China and the Soviet Union. They may refer to the
inexperience and low morale of US troops together with how the brutality of
war was televised leading to protest and demands for the withdrawal of US
troops.
10
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: Why did relations between the USA and the USSR change
during the 1970s and 1980s?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
Indicative content: candidates may refer to both sides wanting to avoid war.
LEVEL 2
More reasoned answers will appear here.
framework:
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
Indicative content: candidates will offer a largely descriptive account with
some attempt to evaluate. They may refer to the need to develop better
relations to reduce the risk of nuclear war. They may give examples of how
this was done by discussing Nixon's visit or the signing of agreements to limit
arms.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
Indicative content: candidates will provide an analysis of the key issue. They
may focus on the need to reduce the risk of nuclear war and to reduce
spending on defence, a shift in policy caused b the experience of Vietnam.
They may refer to the need to discourage Soviet expansion in the Third
World. They may discuss how this was achieved by reference to the work on
Nixon and Kissinger, resulting in SALT 1 and the Helsinki Accords.
11
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How important was the U.S.A. in world affairs during the
period 1929-90?
[10]
LEVEL 1
Brief, generalised, vague answers
(1/2)
Indicative content: candidates may refer to America as a major military power
and always important in world affairs.
LEVEL 2
Apply the following framework:
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
Indicative content: candidates may focus on one period e.g. the Cold War or
they will provide a poor outline of foreign policy across the period.
LEVEL 3
Apply the following framework:
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail OR a differentiated account with incomplete coverage
Award 8 marks for a very good chronological coverage with accurate
supporting detail
Indicative content: candidates may focus on US isolationism in the 1930's, the
growth threat of Japan and entry into World War II, America's contribution to
victory, the emergence as a superpower after 1945, interventionism and
containment, Cold War tensions, détente and relations with China, influence
in the Middle East, the response to the Soviet invasion of Afghanistan,
Reagan and Star Wars, US involvement in the collapse of the Soviet Union.
There will be hints of an appreciation of shifts in US foreign policy across the
period and variations in the USA's world importance.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
Indicative content: candidates will provide a sound chronological framework of
US foreign policy across the period, as in Level 3, but with greater detail and
depth. They will comment on shifts in foreign policy and the varying
importance of the USA in world affairs across the period. They will focus on
the importance of World War II in re-orientating American foreign policy and
turning her into a nuclear superpower together with the shift from isolationism
to interventionism and containment. They will recognise the change from
deterrence to détente and the way in which US relations improved with some
countries and deteriorated with others at different times e.g. China and the
Soviet Union.
GCSE History MS - Paper 16
USA (Summer 2008)/ED
28/08/2008
12
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk/exams.html
MS1
£1.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/18 - CRIME AND PUNISHMENT,
c. 1530 onwards
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN DEVELOPMENT
PAPER 165/18 - CRIME AND PUNISHMENT, c. 1530 onwards
MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was vagrancy in the sixteenth century?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference
E.g.: It was when someone was a beggar/unemployed.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
E.g.: Vagrancy was when someone was homeless/unemployed and they
wandered from place to place. It was felt at the time that idleness was wrong.
Question 1(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe how religious changes led to crime in the sixteenth
century.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
E.g.: People failed to follow the religion of the ruling monarch and religion was
frequently changing in the sixteenth century.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for 4 marks
(3/4)
E.g.: There was considerable religious change in the sixteenth century. This
was the time of the Reformation. If you did not follow the religion of the ruling
monarch, you were committing the crime of heresy. During the reign of
Elizabeth I, the state religion was Church of England; you were committing
heresy if you were a Catholic.
1
Question 1(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why smuggling became a common crime in the
eighteenth century.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
E.g.: Smugglers evaded paying tax/duties and sold luxury goods like
brandy/tobacco/silks 'duty free'.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good descriptive only answer
Award 5/6 marks for two clear reasons well explained
(5/6)
E.g.: The eighteenth century was the 'golden age' of smuggling. Trade was
strictly controlled: there were lots of taxes/duties to pay. There was a growing
market for luxury goods and smuggling evolved as an illegal operation to
import these 'illegal goods'. There was sometimes collusion with the local
gentry, who had money to invest in the illegal venture, and they acted as
Venturers / Investors. Landers would hide and distribute the goods, trying to
evade the excise men who tried to patrol Britain's endlessly rugged coastline.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: How important was the motor car in causing new types of
crime in the second half of the twentieth century?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
E.g.: The motor car was important because cars could be stolen and they
could allow the criminal to escape from the scene of the crime.
LEVEL 2
More reasoned answers will appear here.
framework
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
E.g.: The motor car was invented at the end of the nineteenth century. It
became affordable to the mass of people from c.1960 and this led to the
development of new types of crime in the second half of the twentieth century.
Car theft became one of the biggest categories of crime. Motor crime includes
anything from drunk driving – the breathalyser was introduced in 1967 – to
traffic offences. Most theft by juveniles is theft from cars: they are easy
targets as cars have come to dominate our society.
LEVEL 3
Analytical answers will appear here. Apply the following framework
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
E.g.: Motor crimes absorb a massive amount of police and court time. In
1996, there were 1.3 million motor crimes, including the theft of over half a
million cars. Police have had to adapt to combating this type of crime – with
high-speed cars and with helicopters, for example. The motor car has been
very important in causing new types of crime in the second half of the
twentieth century because it has led to motor crime becoming so widespread.
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How far have the causes of crime remained the same from
Tudor times to the present day?
[10]
In your answer you may wish to consider causes such as: poverty, greed, unemployment,
the pressures of modern society or any other relevant factor.
LEVEL 1
Brief, generalised, vague answers
(1/2)
E.g.: Yes/no – poverty has always been a cause of crime/religious problems
caused crime in the early part of this period but this tends not to be the case
today.
LEVEL 2
Apply the following framework
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
E.g.: Some cause of crime have changed – drug addiction, the desire to steal
motor cars; other causes of crime have remained the same – greed, poverty
and unemployment.
LEVEL 3
Apply the following framework
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail
Award 8 marks for a very good chronological coverage with accurate
supporting detail OR a differentiation only account with less good
coverage
E.g.: In the sixteenth century, religious problems caused crime because the
monarch was frequently changing the country's religion. This led to some
people committing heresy. In the seventeenth and eighteenth centuries,
greed played a part, as smugglers tried to evade customs officers and
highwaymen tried to rob well-off travellers. Unemployment in the nineteenth
century led to Luddism and, partially, to the Swing and the Rebecca riots. In
the twentieth century, the pressures of modern society have led people into
drug-taking and into stealing cars. Causes of crime, therefore, have not
remained the same from Tudor times to the present day.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
E.g.: The causes of crime have frequently changed over time, but there are
elements which have stayed the same. Even in our supposedly sophisticated
modern society, greed and jealousy continue to be causes of crime. In our
growing urbanised population in the twenty first century, with its improved
standards of living, there are more opportunities for crime of all kinds to be
committed and, therefore, causation of crime may often have the same root
causes, but there is also the possibility that causes will always change, rather
than stay the same, and adapt to new conditions and to new opportunities.
4
Question 2(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was a 'peeler' in the nineteenth century?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference
E.g.: A 'peeler' was a policeman.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
E.g.: A 'peeler' was a Metropolitan Policeman. This force had been created in
1829, by Sir Robert Peel, after whom they were named.
Question 2(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the work of Justices of the Peace (JPs) in Tudor
times.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
E.g.: They kept law and order in the towns and villages.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for 4 marks
(3/4)
E.g.: Tudor JPs sat four times a year in courts of law called Quarter Sessions,
to deal with criminal business. At other times, they were constantly dealing
with less serious offences: in addition to seeing that proclamations were
carried out, they were responsible for a wide range of things, from the repair
of bridges to the licensing of ale-houses. They were not paid: they were
chosen from the gentry and, as JPs, they had great social status.
5
Question 2(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why the work of the Fielding brothers led to
improvements in methods of catching criminals in the
eighteenth century.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
E.g.: They created the Bow Street Runners who patrolled a small area of
London called Bow Street, where they pursued criminals.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good descriptive only answer
(4-6)
Award 5/6 marks for two clear reasons well explained
E.g.: John and Henry Fielding were London magistrates who were at the
centre of the fight against crime in London. They introduced the civilian horse
patrol to stop highwaymen and the Bow Street Runners to patrol the streets;
and they published the Hue and Cry newspaper which contained details of
crime and criminals, and of stolen property. Their work improved methods of
catching criminals because they were the first to organise effective methods.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: How important to crime detection and prevention were
technology and forensic science in the twentieth century? [8]
LEVEL 1
Generalised and simplistic response; basic description only
E.g.: They improved the detection rate.
LEVEL 2
More reasoned answers will appear here.
framework
(1/2)
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
E.g.: New technology has been continuously developed, to keep a step
ahead of the criminal – telephones from 1901, two-way radios from 1932 and
the Metropolitan Police Computer from 1984. 'Hoolivans' were introduced
from 1985, to deal with football hooligans.
Forensic science may be said to have begun with the introduction of
fingerprinting in 1860 and was well developed in catching criminals
throughout the twentieth century. The first Forensic Science Laboratory
started at Hendon in 1934-5; it has been important in developing new ways of
catching criminals.
LEVEL 3
Analytical answers will appear here. Apply the following framework
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
E.g.: The criminal mind is very clever/cunning/devious, always able to
develop new ways of breaking the law, as new inventions appear. The police
need to keep ahead and continually develop new methods of detecting and
preventing crime. This is what technology and forensic science – like the
introduction of DNA testing – helps them to do, in order to do their job as
effectively as possible. Whereas in the 1970s, police had to trawl through
masses of paper, in the hunt for a serial killer, for example, today, they have
access to masses of shared detail, via their computer network.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: Have methods of combating crime always been successful
from Tudor times to the present day?
[10]
In your answer you may wish to consider the success of methods such as: watchmen, the
Metropolitan Police, CID and police specialists, or any other relevant factor.
LEVEL 1
Brief, generalised, vague answers
(1/2)
E.g.: Methods of combating crime were not very successful in Tudor times;
they are more successful today.
LEVEL 2
Apply the following framework
(3-5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
E.g.: Tudor JPs and constables were not very effective as they were not paid
for their work. The Bow Street Runners changed things and proved how
successful they were in a small part of London; this led to the establishment
of the Metropolitan Police Force. As the C19th developed, there was more
police specialisation, which reached a high-point in the C20th, in the quest to
make methods of combating crime successful.
LEVEL 3
Apply the following framework
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail
Award 8 marks for a very good chronological coverage with accurate
supporting detail OR a differentiation only account with less good
coverage
E.g.: Types of crime in Tudor times were relatively straightforward but the
ineffectiveness of the hard-pressed magistrates and the constables at that
time meant that methods of combating crime were not always successful.
Although the Bow Street Runners were successful, they covered only a small
part of London. Even with the Metropolitan Police, success was slow in
coming, as the public were against an organised form of policing. However,
the Metropolitan Police proved themselves to be effective and, throughout the
rest of the C19th and the C20th, they proved how successful methods of
combating crime could generally be.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
(9/10)
Must build on very good chronological coverage
E.g.: Methods of combating crime have varied in their success rate through
the ages. There was a great leap forward in the C19th, with the
industrialisation of Britain and the creation of great urban centres and the
establishment of the Metropolitan Police. The 'Met' continuously developed
methods of combating crime. There was an even further leap as the C20th
progressed: women police officers were introduced from 1920 and the police
used more specialisation – Scenes of Crime Officers, Anti-Terrorist Squad,
Special Branch, Community Relations Officers – to ensure that methods of
combating crime were as successful as possible.
8
Question 3(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was a bridewell in the sixteenth century?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference
E.g.: It was a place for punishing people.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
E.g.: A bridewell was a House of Correction, where 'poor and idle' people
were kept. They were punished here, in an attempt to reform them.
Question 3(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the work of John Howard in the late eighteenth
century.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
E.g.: He inspected prisons, with a view to reforming them.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for 4 marks
(3/4)
E.g.: John Howard travelled thousands of miles, inspecting county gaols,
town lock-ups and houses of correction. He published his findings in The
State of the Prisons in England and Wales in 1777. He advocated that prisons
could reform as well as punish offenders. He wanted prisons to be healthy
places, where the genders were separated and where gaolers were trained to
help prisoners to reform themselves.
9
Question 3(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why transportation was used as a method of
punishment in the eighteenth and nineteenth centuries.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
E.g.: Prisons were full in England and Wales, so transportation was
introduced in order to send criminals from Britain to America and, later, to
Australia.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good descriptive only answer
(4-6)
Award 5/6 marks for two clear reasons well explained
E.g.: As the prison system in Britain was inadequate prisoners were
transported to the British colonies: to America, until the War of Independence
started in 1776; then, when the prisons were full and prisoners had to be held
in rotting 'hulks', they were later transported to Australia, in order to get rid of
Britain's criminals. The voyage to Australia was a punishment in itself, lasting
for several months. Criminals were sentenced to 7 years, 14 years, or for life.
In Australia, they would be set to work on farms or to hard labour.
10
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: How successful have probation and community service been
as new punishments in the twentieth century?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
E.g.: They have provided an alternative to putting people into prison.
LEVEL 2
More reasoned answers will appear here.
framework
(1/2)
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
E.g.: Prisons became overcrowded in the twentieth century; the prison
population rose from 50,000 to 70,000 (and even more today) so the
authorities had to find alternative ways of punishing offenders. Putting people
on probation and making them do a term of community service seemed to be
an acceptable option, especially as views about punishment had changed
from retribution to reform. Probation and community service have been
successful because they reflect changing attitudes and they make the
offender reflect on his/her crime making them put something back into the
community that they have committed their crime against.
LEVEL 3
Analytical answers will appear here. Apply the following framework
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
E.g.: Society's attitudes are forever changing; these punishments reflect more
humane and understanding forms of punishment. However, some people see
them as soft options. Probation (from 1907) is now used less than previously,
throwing doubts on its effectiveness; community service (from 1972) is
proving more cost-effective but no better at reforming and it does not have a
deterrent effect on some offenders.
11
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How far have attitudes to the treatment of offenders changed
from Tudor times to the present day?
[10]
In your answer you may wish to consider attitudes to issues such as: torture and execution,
flogging, public hanging, the abolition of the death penalty or any other relevant factor.
LEVEL 1
Brief, generalised, vague answers
(1/2)
E.g.: People have always thought that criminals should be made to pay for
their crimes but attitudes have changed over time.
LEVEL 2
Apply the following framework
(3/5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
E.g.: In Tudor times, and for a long time afterwards, revenge and humiliation
were the order of the day. Public punishments were thought to be essential –
flogging, stocks and pillory, and public hangings at Tyburn, for example.
LEVEL 3
Apply the following framework
(6-8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail
Award 8 marks for a very good chronological coverage with accurate
supporting detail OR a differentiation only account with less good
coverage
E.g.: In the eighteenth century, Britain wanted to get rid of its criminals by
sending them to other countries. In the nineteenth century, the public wanted
to see the prison system reformed and public punishments came to be
regarded as unacceptable: public executions ended in 1868 and the stocks
and pillory were abolished. Here was the beginning of a changed attitude to
the treatment of offenders, which led to alternative forms of
punishment/treatment in the twentieth century – juvenile courts, borstal, open
prisons and probation and community service. The high-point in changing
attitudes to the treatment of offenders was the abolition of the death penalty in
the 1960s.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
E.g.: Although great changes have occurred in the treatment of convicted
criminals since Tudor times, with most types of punishment being made more
humane, the belief that society is 'too soft on criminals' and that they should
be made to pay for their crimes is still popular. Methods of punishing
offenders may have changed, but attitudes to the treatment of offenders may
have stayed essentially the same among some people.
GCSE History MS - Paper 18
Crime and Punishment, C. 1530 onwards (Summer 2008)/ED
28/08/2008
12
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GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
HISTORY
PAPER 165/19 – HEALTH AND MEDICINE,
c.1345 - present
SUMMER 2008
INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2008
examination in GCSE HISTORY. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
NOTE ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners are required to credit the quality of written communication for each candidate's
performance on the paper as a whole. There are no additional marks for the Quality of Written
Communication, but examiners are expected to consider the following descriptions of
performance when awarding levels to the work of candidates:
Level 1
the text is generally legible; aspects of spelling, punctuation and grammar are
clear; some information is presented in a suitable manner
Level 2
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 3
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 4
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GENERAL CERTIFICATE OF SECONDARY EDUCATION
TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
HISTORY 2008
STUDY IN DEVELOPMENT
PAPER 165/19 – HEALTH AND MEDICINE, c.1345 - present
MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i)
Question: What is DNA?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference
E.g.: It is to do with genes.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
E.g.: DNA is deoxyribonucleic acid; it is the material of which genes are
composed/the building blocks of all living material. The structure of DNA was
discovered by the scientists Watson and Crick in 1953.
Question 1(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the work of Andreas Vesalius in the sixteenth
century.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
E.g.: He studied medicine and wrote a book about the human body.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for 4 marks
(3/4)
E.g.: Andreas Vesalius studied medicine in Paris and met artists who were
studying skeletons and dissecting bodies to make their paintings more
realistic. He became a Professor of Surgery in Italy and became a specialist
in anatomy. In 1545, he published his The Fabric of the Human Body with
detailed illustrations of the human anatomy. His work discredited that of
Galen who previously had been regarded as the expert on the human body.
1
Question 1(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why the work of William Harvey led to improved
medical knowledge in the seventeenth century.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
E.g.: He specialised in the circulation of the blood, which helped improve
medical knowledge through a deeper understanding of how the body/blood
system worked.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good descriptive only answer
Award 5/6 marks for two clear reasons well explained
(4/6)
E.g.: William Harvey studied medicine in both Cambridge and Padua. He
worked as a doctor in London and then as a lecturer in anatomy. In 1628, he
made an outstanding contribution to medical knowledge when he published
An Anatomical Account of the Motion of the Heart. His ideas replaced the
earlier ones of Galen. Harvey showed that blood flowed around the body, is
carried away from the heart by arteries and returns to the heart in the veins.
He proved that the heart is a pump, recirculating the blood.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: How important was the work of Louis Pasteur and Robert
Koch in developing medical knowledge in the nineteenth
century?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
E.g.: Pasteur and Koch discovered the bacteria which caused many diseases;
they developed the 'germ theory'.
LEVEL 2
More reasoned answers will appear here.
framework
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
E.g.: Pasteur began his work of identifying bacteria c.1870 and he was the
first to develop the 'germ theory'; his work was carried on by the German,
Koch, who isolated the bacteria responsible for TB, cholera and anthrax.
These were important developments in improving medical knowledge at the
time.
LEVEL 3
Analytical answers will appear here. Apply the following framework
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
E.g.: The work of Pasteur and Koch was important because it was carried on
by other scientists and this led to the discovery of the causes of many
diseases: typhus, TB, rabies, anthrax, cholera, tetanus, pneumonia,
meningitis, plague and dysentery. Pasteur won the support of the French
government and he developed methods of vaccination/immunisation against
these various diseases. Koch's meticulous research was so impressive that
the German government gave him a full-time job and a talented team of
bacteriologists (including Paul Ehrlich – Salvarsan) to carry on his research.
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: How far have the factors in improving medical knowledge
changed from the middle ages to the present day?
[10]
In your answer you may wish to consider factors such as: medical ideas in the later middle
ages, printing and science, new technology, twentieth century developments or any other
relevant factor.
LEVEL 1
Brief, generalised, vague answers
(1/2)
E.g.: Zodiac charts and the theory of the humours in the later middle ages
were built upon by experiments in dissection and anatomy in the Renaissance
period. These were an important starting-point in acquiring medical
knowledge.
LEVEL 2
Apply the following framework:
(3/5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
E.g.: Dissection by Vesalius and surgery by Paré were foundations for
improved medical knowledge. They provided an insight into the working of the
human body. The invention of printing enabled these ideas to spread to a
wider audience. Harvey's work on the circulation of the blood in the C17th
made a further contribution to improving medical knowledge.
LEVEL 3
Apply the following framework:
(6/8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail
Award 8 marks for a very good chronological coverage with accurate
supporting detail OR a differentiation only account with less good
coverage
E.g.: The 'germ theory' in the late C19th and the discovery of x-rays have
been further factors in improving medical knowledge. C20th developments
like scanning and other diagnostic methods, DNA and genetics have
developed medical knowledge even further.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
E.g.: The main factors in improving medical knowledge over time have
continuously changed. However, certain factors remain the same: the desire
of medical experts to master their craft and to achieve ever more success;
and the expectation of the public that their health and their life expectancy will
always improve. Medical knowledge has also improved during times of
warfare/national emergency, when the needs of the time are so urgent that
improvements may take place more quickly than at other times.
4
Question 2(a)
Target:
Recall and description of key events and issues (AO i)
Question: What was a barber surgeon in the sixteenth century?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference
E.g.: An untrained person who did simple operations.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
E.g.: A barber surgeon existed from the middle ages. He was not very well
educated and did haircutting, tooth pulling, blood letting and other unusual
jobs.
Question 2(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe the use of traditional treatments and remedies to
combat disease in medieval times.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
E.g.: Ordinary people tried herbal medicines to cure disease.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for 4 marks
(3/4)
E.g.: Herbal medicines were natural and readily available – chickweed leaves
were used to treat open sores; violets were used as an antiseptic and as a
basis for cough medicine; and plantains were recommended for boils in the
ears, dog-bites, cuts and wounds. Barber surgeons could bleed a patient and
leeches could be applied, to cleanse the blood/body. Such treatments were
cheap and available.
5
Question 2(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why the treatment of illness and disease was
improved by the work of Sir Alexander Fleming in the
twentieth century.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
E.g.: He discovered penicillin, which allowed infection to be cured quickly. It
saved many lives, both military and civilian, during the Second World War.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good descriptive only answer
Award 5/6 marks for two clear reasons well explained
(4/6)
E.g.: Sir Alexander Fleming was a bacteriologist and surgeon. He was a
medical officer in France during the First World War and his experience had
shown him how soldiers had died of infection. In 1928 he rediscovered the
properties of penicillin when he, almost accidentally, discovered the mould
called penicillium notatum. His discovery was to prove very important in the
treatment of illness and disease but he did not have the facilities or the
support to develop and test his ideas that penicillin could fight infection. The
mass production of penicillin evolved from the work of Howard Florey and
Ernest Chain, by 1942.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: How important was the work of James Simpson in improving
surgery in the nineteenth century?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
(1/2)
E.g.: He discovered anaesthetics, which made operations more effective.
LEVEL 2
More reasoned answers will appear here.
framework
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR a very
good descriptive only account
E.g.: James Simpson was Professor of Midwifery at Edinburgh University. In
1847, he and his colleagues experimented with different chemicals; when
they inhaled chloroform, they passed out! Simpson realised that he had
discovered a very effective anaesthetic. He soon started using chloroform to
relieve women's labour pains during childbirth and he wrote articles about his
discovery. Other surgeons started to use chloroform during their operations.
Operations could now be painless, longer and more complex.
LEVEL 3
Analytical answers will appear here. Apply the following framework
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
E.g.: However, there was initial opposition to the use of anaesthetics. How
safe were they? A woman died in 1848 whilst being given chloroform during
an operation to remove her toenail. There was opposition on moral and
religious grounds, too. The struggle went on for ten years. The final
breakthrough came when Queen Victoria accepted the use of chloroform
during the delivery of her eighth child in 1857. With the support of the Queen,
anaesthetics became a standard part of surgical practice, and surgery
became safer, thanks to the work of James Simpson in the C19th.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: Have methods used to combat illness and disease always
led to improved health from the middle ages to the present
day?
[10]
In your answer you may wish to consider methods such as: herbal medicines, vaccination,
the development of antibiotics, modern transplant surgery, or any other relevant factor.
LEVEL 1
Brief, generalised, vague answers
(1/2)
E.g.: No – methods used to prevent and treat disease have not always led to
improved health – many people have died of diseases and operations since
the middle ages.
LEVEL 2
Apply the following framework:
(3/5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
E.g.: Traditional treatments and remedies were used from the middle ages.
They had mixed results. There has been a continuous search since the
earliest times for new methods of preventing and treating disease. Jenner's
work on vaccines in the C18th; Lister, Curie and Fleming later developed
important methods of preventing and treating disease. In their initial stages,
these developments often had their setbacks, so that they did not always lead
to improved health.
LEVEL 3
Apply the following framework:
(6/8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail
Award 8 marks for a very good chronological coverage with accurate
supporting detail OR a differentiation only account with less good
coverage
E.g.: Later C20th developments have prolonged life. Dr Christian Barnard's
pioneering heart transplant surgery in 1967 was a radical new breakthrough.
It led to other forms of transplant surgery. Now, it could be claimed, methods
used to combat illness and disease were continuously leading to improved
health.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
E.g.: Many methods of preventing and treating disease have evolved since
1345; each of them has benefited from earlier discoveries. Developments
were rather slow in earlier centuries. However, as knowledge of the human
body has advanced, so have the methods used to combat illness and disease
improved more quickly. The improvements in the C20th were more rapid than
ever before and generally tended to lead to improved health.
8
Question 3(a)
Target:
Recall and description of key events and issues (AO i)
Question: What is cholera?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference
E.g.: It is a disease.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points
(2)
E.g.: Cholera is a disease caused by contaminated water. It was very
prevalent in the C19th when houses were built very quickly in the
industrialised areas, with no proper water supply.
Question 3(b)
Target:
Recall and description of key events and issues (AO i)
Question: Describe how the Church and medieval hospitals cared for
the sick.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references
(1/2)
E.g.: The Church had a duty to care for the sick. It set up medical schools and
hospitals to care for the sick.
LEVEL 2
More detailed and accurate answer; development of one point for
3 marks; two developed points for 4 marks
(3/4)
E.g.: The Christian Church set up medical schools to study new ideas and
they set up hospitals run by monks and nuns. There were about 1200 such
'hospitals' in medieval Wales and England, but only about 10% of them
actually cared for the sick. Most of them were called 'hospitals' because they
provided 'hospitality' for visitors. Those hospitals that did care for the sick
specialised – maternity/ for the blind, deaf and mute/ or for 'poor and silly
persons' (Bedlam), for example.
9
Question 3(c)
Target:
Explanation of key events and issues (AO i)
Question: Explain why public health was improved by the work of
Edwin Chadwick in the nineteenth century.
[6]
LEVEL 1
Award 1 mark for vague generalisations
(1-3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain
E.g.: Edwin Chadwick was asked to investigate the condition of public health
in the new industrial towns. He produced a famous report on the sanitary
condition of towns, which were in such an unhealthy and overcrowded state
at the time.
LEVEL 2
Award 4 marks for answers that briefly explain and develop a distinct
reason OR for a very good descriptive only answer
Award 5/6 marks for two clear reasons well explained
(4/6)
E.g.: Edwin Chadwick was appointed Poor Law Commissioner in the 1830s
and was put in charge of the workhouses. Cholera was spreading alarmingly
at this time and the only place where poor people could receive medical
attention when there was an epidemic was in the workhouse. Chadwick
wanted to find out why so many people suffered and this is when he was
asked to write a report. His 'Report on the sanitary conditions of the labouring
population' drew a link between ill health and the poor conditions in the
industrial towns. Chadwick's work led to the Public Health Act of 1848 and the
creation of Boards of Health, which improved public health.
10
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question: How important was the work of Florence Nightingale in
improving patient care in the nineteenth century?
[8]
LEVEL 1
Generalised and simplistic response; basic description only
E.g.: She set up hospitals and trained nurses.
LEVEL 2
More reasoned answers will appear here.
framework
(1/2)
Apply the following
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a limited attempt to discuss key issue OR a good
descriptive only account
Award 5 marks for a reasonable attempt to discuss key issue OR
a very good descriptive only account
E.g.: Florence Nightingale revolutionised nursing in England. Before her time,
much of the nursing was done at home. Many of the nurses were badly paid,
untrained, poorly educated and even drunken. There was little change until
the time of the Crimean War (1854-6). Florence was horrified by what she
read in The Times about hospital conditions for soldiers in the Crimea. She
got help and money from the Secretary for War and went to the Crimea with
38 nurses. Florence made huge improvements to the wards and to conditions
generally in the military hospitals there, cutting down the death rate over two
years from 42% to 2% of all wounded patients. On her return to England, she
was greeted as a national heroine and she raised enough money to open a
school of nursing. She had transformed nursing into a respectable profession.
This was the importance of the work of Florence Nightingale.
LEVEL 3
Analytical answers will appear here. Apply the following framework:
(6-8)
Award 6 marks for a good explanation of key issue OR one clear factor
evaluated well; expect some imbalance of coverage or omissions
Award 7 marks for a reasoned and supported answer which analyses at
least two factors and reaches a judgement with good balance
Award 8 marks for above with very good use of supporting evidence
E.g.: On her return from the Crimea, Florence wrote an 800-page report to the
government, listing what needed to be changed in order to improve patient
care – fresh air, clean floors, better food, trained nurses and plenty of light in
purpose-built hospitals. In 1860, she published her best-selling Notes for
Nurses, at the time when she started her first Training Schools for nurses.
Whenever new hospitals were built, designers would ask Florence for her
advice. In 1830, there had been no trained nurses in Britain; in 1880, there
were 7,000 – due to the hugely important work of Florence Nightingale in
improving patient care.
11
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question: Have public health and patient care always improved from
the middle ages to the present day?
[10]
In your answer you may wish to consider factors such as: methods of combating the plague,
the impact of industrialisation, improvements in medical education, the NHS, or any other
relevant factor.
LEVEL 1
Brief, generalised, vague answers
(1/2)
E.g.: Yes/no – standards of public health and patient care were poor in the
middle ages but got better.
LEVEL 2
Apply the following framework:
(3/5)
Award 3 marks for a couple of related facts; superficial coverage
Award 4/5 marks for development of scaffold only; partial coverage;
concentration on one group or period; a patchy overall outline
E.g.: Until modern times, governments did not consider that they could or
should provide health care for all. Care had been provided by the Church and
by hospitals which dated back to medieval times. Methods of combating the
plague were haphazard and were left to individual towns to deal with; patient
care was ineffective, with no trained nurses.
LEVEL 3
Apply the following framework:
(6/8)
Award 6 marks for answers with more developed chronological grasp
but with imbalanced coverage
Award 7 marks for sound chronological coverage of whole period; good
supporting detail
Award 8 marks for a very good chronological coverage with accurate
supporting detail OR a differentiation only account with less good
coverage
E.g.: Health care for the general population became necessary with the
increasing industrialisation of Britain. Chadwick's work in the C19th improved
public health and Florence Nightingale's work in the same century improved
patient care. However, it was not until the establishment of the NHS in the
1940s that the government became fully involved in care and this has meant
that standards then progressively improved, right up to the provision of 'Care
in the Community' in the late C20th.
LEVEL 4
An effective overview of the changes with a genuine attempt to
differentiate; recognition of the varying impact of changes.
Must build on very good chronological coverage
(9/10)
E.g.: Standards in public health took a long time to improve; there was much
opposition to its provision until the later C19th. Since then, standards have
always improved. We have now come to accept that government should be in
charge of public health provision. Standards in patient care have improved
much more swiftly since the mid C19th than ever before. However, despite
the improvements, there is currently criticism of the standards of patient care
provided in hospitals. Waiting lists continue to be long in some respects and
there is the fear of hospital infection – MRSA. The ambulance service in
Wales has received much criticism. In these respects, standards have
slipped.
GCSE History MS - Paper 19 Health and Medicine (Summer 2008)/ED
28/08/2008
12
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