GCSE
HISTORY B
91451/4 International Relations: Conflict and Peace in the 20th Century
Report on the Examination
9145
June 2016
Version: 1.0
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REPORT ON THE EXAMINATION – GCSE HISTORY – 91451/91454 – JUNE 2016
Introduction
This year saw an increase in the number of students answering the questions in a random order.
There is no problem with this as long as students check that they have covered every part of each
topic. There was evidence in a few cases that questions had been inadvertently missed out.
Equally there is a case for ensuring that the ‘describe’ questions are all answered as these can
produce maximum marks very quickly with accurate, relevant points.
The ‘describe’ questions usually gave students a good start, though more than usual encountered
problems with questions 07, 13 and 16. There is still the problem of students writing too much and
wasting valuable time on this question. All that is needed is three accurate, relevant points for full
marks. Answers to the source questions were often very good using knowledge, but when tackling
provenance, there were a lot of rehearsed, generic answers which did not get beyond Level 2. A
number of responses repeated phrases about provenance and purpose which had obviously been
taught but which were not linked to the specific source. Although many responses appreciated the
need to identify the purpose and audience rather than simply explaining what the source did, there
was an absence of comment on the idea of a source trying to influence public opinion in any way.
These questions caused a time management issue with some students who wrote more on these
six mark questions than they did on the ten mark questions and often did not complete the paper
as a result of this.
When answering the ten mark question, there is a growing tendency for responses to describe
both bullet points and then try to make a choice based on their descriptions. This displays their
knowledge, but does not get them into the higher mark levels as they often do not explain the
importance of both bullet points, or relate them to the focus of the question. They clearly have
enough basic knowledge to obtain top level marks, but are not using the knowledge to support their
explanation or assessment of the relationship of the bullet point to the focus of the question. This
comment is developed in Question 12 which was the question in which this occurred most
frequently.
General comments
As last year, Topics 3 and 2 had the most answers then 4 and 1 which were similar, followed by 5
and then 6. This was different on the Short Course, with the most popular option being Topic 2,
followed by Topic 1, Topic 4, Topic 5 and Topic 3 with very few attempts at the questions in Topic
6. The comparative questions in each option performed very similarly with the exception of the
‘describe’ questions mentioned above.
Topic 1: The Origins of the First World War, c1890–1914
01 This was well answered with references made to the role of Serbia, Austria-Hungary and
Germany in the Crisis. There was occasional confusion with the Moroccan Crises and
Sarajevo.
02 There was good knowledge of the Agadir Crisis and German foreign policy with many linking to
the naval race and Britain’s intervention. Most people identified the character in the cartoon as
the Kaiser and the ship as the ‘Panther’, though there were a significant number of responses
claiming that the character was Hitler. Evaluation of provenance was weaker with the stock
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answer being ‘it was a German cartoon so it must be accurate’. There were very few attempts
to comment on what the cartoon was trying to portray to its audience other than agreeing that it
was ‘to show her military power’.
03 A great number of answers appeared to think that the Entente Cordiale included Russia as well
as Britain and France, while others commented on how it affected German policy instead of
relating it to its importance in bringing Britain into the war which was the focus of the question.
Very few examined the nature of the Entente, or in what circumstances Britain would have gone
to war to defend France against Germany; some mistakenly considered that it was a military
agreement which committed Britain to go to war. There was little knowledge shown about the
significance of the military conversations of 1907 or the naval agreement of 1912. It appeared
easier to explain how the neutrality of Belgium brought Britain into the war and good knowledge
was displayed on the terms of the Treaty of London and why it was important to Britain in 1914,
but few assessed its importance in uniting opinion in Britain about the war.
Topic 2: Peacemaking, 1918–1919 and the League of Nations
04 The terms of the Treaty of Versailles were well known which is not unusual. The only weakness
came from those who were unable to distinguish between the military terms and the other
terms, so gave long descriptions of the territorial terms, war guilt and reparations etc.
05 This question proved to be the most difficult of the six mark questions: it was about the results
of the Treaty of Versailles, yet many answers concentrated on Wilson’s aims and sometimes on
the aims of the other leaders, without relating them either to the terms of the Treaty or the
source. Many, but not all, recognised that Wilson was referring to self-determination in the
source and were able to refer to examples such as Danzig to disprove Wilson’s claim. Some
contradicted Wilson by reference to the gains of the victors with Alsace and Lorraine and
Germany’s colonies being given to France and Britain. Many concentrated on an alternative
‘main’ result, namely the punishment of Germany: the stronger responses gave examples,
normally reparations, and weaker responses simply listed the terms of the Treaty rather than
pointing to the results. Those who supported Wilson cited the use of plebiscites to decide the
rule in North Schleswig and Upper Silesia. Those who gained the top level for provenance did
so by claiming that Wilson was concentrating on points that were in his Fourteen Points in an
attempt to win over the doubters when the Treaty was discussed, as he knew that these would
appeal to them.
06 The focus of this question was the ‘failure of the League of Nations’ and this side-tracked many
answers into a general account of the reasons for the failure, or why the League failed in
Manchuria and Abyssinia, with only passing reference to the part played by Britain and the
USA. Those who concentrated on the contribution of the two bullet points were able to refer to
British shortcomings in applying sanctions on Italy during the Abyssinian Crisis and how the
absence of the USA affected the League’s policy on sanctions over Manchuria and reduced
their effectiveness over Abyssinia. Assessment was reached by answers which related the
policy of the two countries directly to the failure of the League in Abyssinia, usually referring to
the effect of the Hoare-Laval Pact on the powers in the League or the effect of American trade
in oil with Italy during the Abyssinian Crisis.
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Topic 3: Hitler’s Foreign Policy and the Origins of the Second World War
07 Too many answers to this question concentrated on the events of 1938 in Czechoslovakia and
described the crisis over the Sudetenland or described the process of the collapse of
Czechoslovakia in March 1939, when the question asked for events after the collapse. The
most common correct answers referred to the end of appeasement and Chamberlain’s promise
to Poland, the Nazi-Soviet Pact and the invasion of Poland.
08 The cartoon attracted many sensible inferences about the dress and ‘weapons’ of the two
characters which earned Level 2. The question was about the reasons for Chamberlain’s policy
of appeasement, yet many answers focussed on the results of appeasement. Students must be
reminded to read the question carefully before they answer and to address the question. Those
who answered correctly, agreed with the statement by reference to the horrors of the First
World War or of the Spanish Civil War and the general feeling in Britain, while alternative
reasons were given such as the fear of communism and Britain’s need to rearm. When
provenance was tackled at Level 3, it was normally that the purpose of the cartoon was to show
the British people how brave Chamberlain was in order to bolster the support for him, the policy
of appeasement or the Munich Agreement.
09 Most responses realised that the focus of this question was the relative success of Hitler’s
policies in these two areas and addressed it as such. This was done often through examining
his aims and showing how these were achieved through the two bullet points, or by relating the
two bullet points to later events and how they paved the way for later successes. It was
disappointing to note that many answers were of the opinion that Hitler conquered the
Rhineland and was fulfilling his aim of achieving lebensraum through these two events. Too
many answers repeated expressions such as ‘Hitler was going into his own back garden’ which
gains nothing unless its meaning is explained in relation to the Rhineland to show that the
phrase is understood.
Topic 4: The Origins of the Cold War, 1945–1960
10 Some answers used this as a vehicle to describe the Berlin Blockade or the Truman Doctrine
instead of concentrating on the aims and actions of the Marshall Plan. Others mistakenly
thought that its purpose was to help countries in Eastern Europe to keep them from
communism. Most correctly referred to the amount that was distributed, gave examples of the
countries which it helped, explained why it was given and what it was used for.
11 The message of the cartoon was understood by most, though the three characters were
presumed to be the leaders of the countries concerned. Inferences were made about the
curtain denoting the secrecy of the Soviet takeover or even anticipating Churchill’s Iron Curtain.
Again, there were irrelevant accounts of the Berlin Blockade which was after 1945 to 1947
which the question stipulated, but others showed sound knowledge of the agreements reached
at Yalta and how Stalin broke his promises by ensuring that the countries taken over by the Red
Army had communist governments by means of rigged elections etc. Alternative reasons that
were explained were Truman’s secrecy over the use of the atomic bomb in 1945, and the
dispute over the development of Germany and the issue of reparations after the war.
Provenance was difficult and those who managed to obtain Level 3, usually commented that the
cartoon was British people showing their disgust at Stalin and their determination to support the
USA in resisting Soviet expansion.
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12 There was much knowledge displayed on both these bullet points, but it often led to narratives
of both rather than explanation or assessment. More than in any other of this type of question,
there was a tendency to describe both and then explain why one of them did more to increase
the tension than the other. This type of answer only qualifies for one explanation and one
description which is less than half marks, when the student’s knowledge would warrant a higher
mark if used more sensibly. On Korea, those who reached explanation normally commented on
why the Soviets were unable to use their veto at the UN, the indirect nature of the fighting
between the two superpowers and the entry of China. Assessment was reached on this by
those who pointed out how the Cold War had spread to Asia, or the significance of the sacking
of MacArthur. On Hungary the most common explanations were on the reasons the USSR
intervened and assessment on the effect of this on the west or on Khrushchev’s idea of
peaceful coexistence.
Topic 5: Crises of the Cold War and Détente, 1960–1980
13 This topic was an addition to the specification under the ’strengthening’ agenda last year and
received a mixed response. Many knew a variety of facts about it ranging from the exact
number of powers who signed it to what was agreed. Others thought it was just between the
Soviets and the USA and was concerned with arms limitation.
14 This is a well-known topic, the source was straightforward and it was answered very well.
Specific knowledge was used to explain Kennedy’s use of the blockade to gain victory
countered by Khrushchev maintaining an ally in Cuba and gaining the withdrawal of American
missiles form Turkey. Sensible use was made of the knowledge that the withdrawal of the
missiles from Turkey was part of a secret agreement which would not have been known by the
newspaper. The higher level on provenance was achieved by those who claimed that the
purpose was to bolster the image of Kennedy as a young successful President, some even
putting this into the context of his recent failure over the Bay of Pigs.
15 Czechoslovakia was sometimes confused with the details of Hungary in 1956, but on the whole
was tackled quite well. There were some good explanations of why the Prague Spring was
seen as a threat by the USSR, but many found it difficult to assess the extent of this threat by
commenting on the condemning attitude of the West and comparing this to the active opposition
of the West and China to the invasion of Afghanistan. There was enough information on the
beginning of the war in Afghanistan to reach full marks and several did by reference to it being a
threat due to the Soviet loss of allies, the boycott of the Olympics and the attitude and reaction
of President Carter, and the danger of the Muslim threat to the USSR. Others had clearly
studied the whole of the war and credit had to be given to those who legitimately commented on
the effect of the nature of the fighting on the USSR, although many gave long accounts of the
war and the Soviet defeat instead of focussing their information on the question.
Topic 6: The Collapse of Communism and the Post Cold War World, 1980–2000
16 A disappointing number of answers to this question included sections on Kuwait and the Gulf
War or made a simple comment that the USA became the world’s police force. Well informed
answers were able to refer to a selection of information about Somalia, Haiti, Kosovo and the
Transatlantic Declaration to obtain full marks.
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17 Students were well-informed about the role of Lech Walesa in the success of Solidarity and
often had enough specific knowledge on this and how Gorbachev changed the Soviet attitude to
the satellite states, to reach the top of Level 3. The role of the Church was less well known
though many were able to point to the part played by the Polish Pope, John Paul II, and the
effect of his visit to Poland on the Solidarity movement. Few were able to evaluate the purpose
of the source by explaining why the Church would want to be associated with Solidarity. Those
who did referred to the Church wanting to use the anniversary to impress upon the people the
part played by the Church in the success of Solidarity and thus encouraging them to support the
Church.
18 These two leaders were well known by students, though answers were often stronger on
Gorbachev. The main problem with answers was that they did not focus on the end of the Cold
War. There were many accurate accounts and explanations of the work of the two but often
this concluded with comments on how it led to the fall of communism with little attempt to link it
to the end of Cold War. Assessment was reached by those who argued that Reagan’s policies
resulted in the USSR being forced to stop the arms race and negotiate, while Gorbachev
realised the extent of the situation in the USSR and introduced reforms and proposals which
encouraged the West and led to his attendance at the Reykjavik and Malta Summits.
Mark Ranges and Award of Grades
Grade boundaries and cumulative percentage grades are available on the Results Statistics
page of the AQA Website.
Converting Marks into UMS marks
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