MS1
WELSH JOINT EDUCATION COMMITTEE
CYD-BWYLLGOR ADDYSG CYMRU
General Certificate of Secondary Education
Tystysgrif Gyffredinol Addysg Uwchradd
MARKING SCHEMES
SUMMER 2007
HISTORY
INTRODUCTION
The marking schemes which follow were those used by the WJEC for the Summer 2007
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.
The WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 165/01 - THE ELIZABETHAN AGE, 1558-1603
FINALISED 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 tactics of the Spanish
fleet in the English Channel.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
Eg: Source A shows the Spanish fleet in crescent formation.
LEVEL 2
Reasonable use of source with some background OR uses only the source well
OR provides accurate background only.
(2)
(1)
Places source in its historical context AND provides some background detail. (3)
Eg: The Spanish fleet adopted a crescent formation, with their strongest ships on the
tips, in order to protect the Armada. The English fleet had veered into the wind in
order to get behind the Spanish Armada in order to follow them up the Channel, as
they were unsure of the Spanish destination - they were, in fact, heading for Calais.
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
Armada failed to conquer England.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
Eg: The Armada was attacked by 50 English ships and, although no serious damage
was done, the Armada ended up in Calais where Howard, Drake and Hawkins came
up with a clever plan.
LEVEL 2
Clear explanation of the content with an attempt to provide some context. (3/4)
Answer needs explanation and background knowledge for 4 marks.
Eg: Lord Howard sent 50 ships to keep an eye on the Armada as it sailed up the
Channel. When the Armada was anchored off Calais, Howard and his two captains
sent in the fire-ships. The Armada panicked and had to flee northwards, pursued by
the English fleet. Storms and heavy weather inflicted considerable damage on the
Armada, which was then unable to conquer England.
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 success of
Elizabethan seamen?
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 England used to trade with Europe, but
now traded further away – the East and West Indies and China, for example.
LEVEL 2
Considers usefulness of the source in terms of its content OR
deals with some aspects of content copies / paraphrases attribution OR
accurate answers based on own knowledge ONLY.
(3)
Eg: Source C is useful because it shows how English seamen were successful because
they were sailing further and were bringing home more goods. It was written by
William Harrison in his Description of England in 1586.
Deals with content of source well and considers origin of source
(4)
Eg: Source C, written at the time, is a useful first-hand account of how proud
contemporary Elizabethans were of the achievements of their seamen, just before the
conflict with the Armada. It is useful because it was written by a person who was a
well-known clergyman and traveller.
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 by a person who was a traveller, provides useful
and reliable evidence of the success of Elizabethan seamen in an ever-expanding
world. It was written in order to record these achievements and to inform people
then and now. As such, Source C should be very useful to an historian studying the
success of Elizabethan seamen, used alongside other historical evidence.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation.
Question:
In Source D the author is saying that Elizabeth achieved very little in foreign
and maritime affairs.
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; token two-sided answers go
here.
(1/2)
Eg: This is a valid interpretation. Source D says that the long war against Spain had
exhausted England. Elizabeth achieved very little, but did do something.
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 reasonable one sided answer with more contextual support OR
A limited two sided answer with some contextual support.
Eg: The source might say that Elizabeth achieved very little, but her navy did defeat
the Spanish Armada and her sailors won land in the New World.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one sided answer with good contextual support and
reference to 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
Eg: The interpretation is generally invalid. English sailors had successfully traded
with the Americas and Drake had successfully circumnavigated the world. Source A
shows the clever tactics used by the English fleet in the Channel and Source B refers
to the clever plan used at Calais, which helped to prevent the Spanish invasion of
England. However, Source B also says that the English fleet did not inflict any
serious damage on the Armada in the English Channel. The historian will have
reached his 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 specifically on the Tudor
navy. David Birt may have looked at primary evidence from the time, like records that
Raleigh may have kept about his attempt to establish a colony in Virginia and at
secondary evidence, similar Alison Plowden’s Elizabethan England. However, Source
D disregards much of the evidence in the sources, particularly in Source C, which
shows the extent of English maritime achievement. However, it is also true that
Elizabeth failed to establish overseas colonies during her reign – Raleigh’s attempt to
establish a colony in Virginia in the 1580s failed – and there was also a failure to
find a North-Western Passage. 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 Royal Court?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: It was part of Elizabeth’s government.
(1)
LEVEL 2
A more detailed and accurate description
(2)
Eg: The Royal Court was the centre of affairs of state. It included leading courtiers
like Sir William Cecil and the Earl of Leicester, as well as other people who were
loyal to Elizabeth. The Court met in different palaces at different times.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why Elizabeth was so popular when she became Queen.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
Eg: She was young and glamorous.
(1/2)
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(3)
Explains more than one reason well.
(4)
Eg: Elizabeth came to the throne when she was just 25 years old and was popular
because she reminded people very much of her father, King Henry VIII. She showed
herself to her people before her coronation, by going in progress around London, so
that the people felt that she belonged to them. Elizabeth was also popular because the
people had had enough of the Marian Persecution before 1558 and welcomed a
queen who would settle England’s religion.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was the Privy Council in Elizabeth’s government?
LEVEL 1
Generalised answer, making few relevant points.
Eg: The Privy Council was a small group that advised the Queen.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
Eg: The Privy Council was a small body of the Queen’s most important ministers,
usually between 12 and 20 in number. They met regularly and followed the Queen in
her travels around the country. Their principal task was to advise Elizabeth on
important questions of state. They were chosen to represent different shades of
opinion, so that Elizabeth might have as wide a view as possible of what people with
influence and power thought about different issues.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: The Privy Council was important because it helped Elizabeth to rule the country
effectively whilst, at the same time, allowing her to maintain control and leadership.
She appointed Councillors who were all experienced in affairs of state. Most power
was given to the first Secretary of State, William Cecil, who supported Elizabeth for
40 years.
4
[5]
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the work of Sir Francis Walsingham.
[3]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: He was one of Elizabeth’s secretaries/ministers/advisers.
(1)
LEVEL 2
A more detailed and accurate description
(2/3)
Eg: Sir Francis Walsingham had been sent as an ambassador to France in 1570-73.
He did his work so successfully that he was appointed one of the principal secretaries
of state to Elizabeth. He was also a Privy Councillor. He developed a very effective
system of espionage both at home and abroad, enabling him to reveal the Babington
Plot, which implicated Mary, Queen of Scots in treason. He obtained in 1587 some of
the plans for the Armada. He was one of the commissioners who tried Mary, Queen of
Scots. He died in 1590.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why Parliament became increasingly important in Elizabeth’s reign. [4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
Eg: Parliament became increasingly important because it helped Elizabeth to govern
the country, to make laws and to raise money.
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: Parliament had met infrequently but, as Elizabeth’s reign progressed it met more
frequently in order to discuss ‘matters of state’ – religion, the succession and foreign
policy. Parliament was not supposed to discuss these matters unless invited to do so
by the sovereign. Increasingly during Elizabeth’s reign, Parliament made repeated
attempts to discuss these subjects, especially the question of the succession. This led
to a demand for freedom of speech so that, by the end of her reign, Parliament was
demanding more independence and laying the foundations for a more democratic
form of government.
5
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Was Elizabeth always successful as a ruler during her reign?
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 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. Parliament generally met when Elizabeth requested it and
she was able to control it for much of the time, although it did become increasingly
challenging over affairs of state and freedom of speech.
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, although Parliament developed during
her reign, it became increasingly challenging to her rule. The money that Parliament
voted to fight the Armada was barely adequate and after 1588 MPs increasingly
stood up to Elizabeth, making her decisions as a ruler ever more difficult. Elizabeth
was less successful as a ruler at the end of her reign, as Parliament fought for
freedom of speech and looked forward to challenging her successor.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was a Puritan?
[2]
LEVEL 1
Generalised answer with a weak or implied point made
Eg: A Puritan was a religious person.
(1)
LEVEL 2
A more detailed and accurate description
(2)
Eg: A Puritan was a person who criticised Elizabeth’s religious policy. Puritans
wanted to ‘purify’ the Church of England, believing that Elizabeth had not moved far
enough away from Roman Catholicism.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why Elizabeth chose a ‘middle way’ in religion.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
Eg: To satisfy most of the people, after all of the religious changes that had occurred
before her reign.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
[4]
(3)
Explains more than one reason well.
(4)
Eg: There had been considerable religious change before 1558 – ‘Church of
England’ at the end of Henry VIII’s reign, Protestant under Edward VI and Roman
Catholic under Mary Tudor. Elizabeth needed to satisfy most of her people and so
chose a ‘middle way’ between Roman Catholicism and Protestantism. At the time, it
was believed that if a country was to be united and free from civil war, all of its
citizens must believe in the same religion and belong to the same Church.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was Elizabeth’s excommunication by the Pope in 1570?
[5]
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
Eg: Elizabeth’s excommunication by the Pope expelled her from the Roman Catholic
Church.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained
(3/4)
Eg: Elizabeth’s excommunication was important because the Pope now accepted that
Elizabeth would not return England to the Roman Catholic faith. It encouraged
Catholics to plot against Elizabeth – Ridolfi and Throckmorton Plots – and to
challenge her ‘pretended’ title to the throne.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question
(5)
Eg: Elizabeth’s excommunication was important because it opened a new phase in
her reign: she had managed to keep the Pope at bay for 12 years; now she faced a
strong Catholic challenge but the people rallied around her and England was
generally more united.
7
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe Elizabeth’s treatment of John Penry.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: She had him executed.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: Elizabeth was reluctant to execute John Penry. He was a Puritan who had
written books and pamphlets criticising Elizabeth’s Church of England. Elizabeth did
not want to make a martyr of him, but he persisted with his critical writings so he was
arrested, brought to trial and sentenced to be hanged ‘without delay’. On the
morning of 29 May 1593, he was dragged on a hurdle through the streets of London
and hanged publicly.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why Mary, Queen of Scots, was a serious threat to Elizabeth.
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: She was a Catholic and was the focus of plots against Elizabeth.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: In 1568, Mary escaped from Scotland to England and for almost 20 years she
was a serious threat to Elizabeth. Catholics regarded her as the rightful ruler of
England; the French had even proclaimed her as Queen of England. From 1568, she
was the focus of Catholic plots against Elizabeth – Northern Earls, Ridolfi, Jesuit
Mission, Throckmorton and Babington plots – whereby Elizabeth was to be murdered
and Mary was to be made queen instead. Mary was such a threat by 1587, when the
Armada was fist being prepared, that she had to be got rid of. Mary was accused of
liaising with a foreign country,, was found guilty of treason and was executed.
8
[4]
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Did Elizabeth always deal successfully with religious problems in her reign?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support.
(1/2)
Eg: Yes/no – her Church of England satisfied most of the people most of the time/the
Catholics plotted against her.
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’ Act of Settlement 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 successfully.
GCSE MS - Paper 01 - The Elizabethan Age (Summer 2007)/ED
04/09/2007
9
WELSH JOINT EDUCATION COMMITTEE
CYD-BWYLLGOR ADDYSG CYMRU
General Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 165/02 – POPULAR MOVEMENTS IN WALES AND ENGLAND, 1815-1845
FINALISED 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 meeting at St Peter’s
Field in 1819.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
Eg: Source A shows that preparations were being made for a huge public meeting.
LEVEL 2
Reasonable use of source with some background OR uses only the source
well OR provides accurate background only.
(2)
Places source in its historical context AND provides some background detail. (3)
Eg: The Radicals organised a mass meeting at St Peter’s Field. They urged unity and
strength among the 80,000 poor and unemployed people who were to attend. The
meeting was to be addressed from the platform by Radical speakers/orators like
Orator Hunt. The meeting was intended to be peaceful with women and children
present.
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
supported radicalism.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
Eg: People supported radicalism because they spoke about reform and marched to
protest about unemployment.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
For good background knowledge ONLY award 3 marks.
Answer needs explanation AND background knowledge for 4 marks.
Eg: People supported the radicals because they had outstanding public speakers like
Henry Hunt who could inform people about their rights and urge them to demand the
vote for adult men, parliamentary reform and land reform, for example. Radicalism
also gained support because they organised marches and protest like Spa Fields,
‘Blanketeers’ and the Derbyshire ‘Rising’ in order to draw attention to the dire
problem of unemployment in the desperate post-war era.
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 events at
Peterloo?
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 describes how the military were deployed and how
some of the people were injured at Peterloo.
LEVEL 2
Considers usefulness of the source in terms of its content OR
deals with some aspects of content copies / paraphrases attribution OR
accurate answers based on own knowledge ONLY.
(3)
Eg: Source C is useful because it says how the cavalry were ordered to advance and
arrest Orator Hunt. It also says how some of the people were injured by the sabres of
the soldiers and how the Manchester Yeomanry were efficient in doing their duty. The
source was written by the commanding officer of the military forces at Peterloo.
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 events at Peterloo.
It is very useful as it was written by Colonel L’Estrange who was in charge of the
military at St Peter’s Field. It is primary evidence, an eye-witness account.
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 government about what happened at
Peterloo. As an official report, it is reliable evidence, but from only one side. It is
obviously biased in its attitude against the people and in favour of the soldiers. It is
useful to an historian but, to gain a balanced view, evidence from the people/the
radicals should be considered.
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 Radicals had little hope of success
because they did not have enough support.
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; token two sided answers go in
here.
(1/2)
Eg: Source D is valid: radicalism was not a national movement; Peterloo was an
isolated event.
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 reasonable one sided answer with more contextual support OR
A limited two sided answer with some contextual support.
Eg.: The view is quite valid. The government used soldiers to crush the meeting and
any protests at this time had little hope of success.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one-sided answer with good contextual support and
reference to 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
Eg: The interpretation is partly valid. Source C shows how the government was
determined to crush popular protest at this time through the use of the military and,
from my own knowledge, I know that the government passed the Six Acts after
Peterloo. However, the interpretation does not take into account the evidence of
Sources A and B which shows that the radicals had aims and organisation, which
gave them some chances of success. The source is from a very 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 would have looked at lots of
different types of evidence to reach his conclusion. He may have looked at primary
evidence like the diary of a Radical like Samuel Bamford or at secondary evidence
written by a specialist historian on popular movements in the early C19th. However,
his interpretation does not take into account that the radicals had organised protest
at Spa Fields in 1816 (as shown in Source B) and in Derbyshire in 1817. The
interpretation is valid, but not full.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was a toll-gate?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: A gate across a road for collecting tolls.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: A toll-gate was erected across an improved stretch of road in order to collect
tolls/money for the upkeep of that road.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the Swing rioters protested.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
Eg: Because they were out of work and suffered from bad living and working
conditions.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
[4]
(3)
Explains more than one reason well.
(4)
Eg: Agriculture had been in a bad state since the French Wars had ended in 1815
and there was a lot of rural poverty at this time. When threshing machines were
introduced in 1830, this was the last straw as farm labourers were deprived of winter
work. Traditionally, corn was threshed with a hand flail during the winter months;
now the threshing machines took over and the Swing rioters decided to attack them as
a protest against their bad conditions, as no-one in authority was listening to them.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was William Cobbett in the rural unrest of the early nineteenth
century?
[5]
LEVEL 1
Generalised answer, making few relevant points.
Eg: Cobbett wrote books about the bad conditions in the countryside.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
Eg: William Cobbett was a Radical leader who had written the Political Register in
which he criticised the government and encouraged agricultural workers to protest.
He also wrote Rural Rides, which was a survey of agricultural conditions at the time,
showing how poor those conditions were. This publication appeared in 1830, the year
that the Swing Riots started, which implied that Cobbett was responsible for starting
the Riots.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question
(5)
Eg: William Cobbett was important in the rural unrest of the early C19th because he
had encouraged agricultural workers to protest and was tried for starting the Swing
Riots but was acquitted. He was himself the son of a small farmer and was a
champion of the poor.
4
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe what happened at the Carmarthen workhouse in June 1843.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: Poor people attacked the workhouse and ransacked it.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: The Rebecca rioters had organised a daylight march into Carmarthen. A crowd
of about 2,000 marched into the town, where they were joined by many poor people,
who persuaded them to attack the hated workhouse. The building was ransacked and
so the Dragoons were summoned. The crowd stampeded in panic and 60 arrests were
made.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the Rebecca Riots ended so quickly.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
Eg: The riots had become too violent and a Commission of Enquiry had been set up.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: The riots had spread beyond the purely agricultural areas of south-west Wales,
to the semi-industrial areas near Llanelli and Swansea. Excessive violence was
committed by Dai’r Cantwr and Shoni Sgubor Fawr, and the true Rebeccaites wanted
the riots called off. The genuine rioters wanted their poor living and working
conditions recognised and when a Commission of Enquiry was established in late
1843, they felt that their major aim had been achieved and they abruptly called off the
riots so that the Commission could carry out its work.
5
[4]
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Did the rural protests in Wales and England in the 1830s and early 1840s
achieve their aims?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support.
(1/2)
Eg: Yes/no – A Commission of Enquiry was appointed to look at the reasons for the
Rebecca riots/many of their grievances still existed after the riots had finished.
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 Swing rioters gained very little. They continued to live in poverty and those
farm labourers who had their wages increased soon had them reduced again when
peaceful conditions returned. The Rebecca rioters had many grievances and many of
these continued in the 1840s: their aim of improving their living and working
conditions was unsuccessful in the short-term; their aim of abolishing payment of
tithe failed, too. However, the Rebecca rioters did aim to get a Commission of
Enquiry appointed to look at their grievances and this was successfully achieved.
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: The rural protesters in England achieved very little but the Rebecca rioters
achieved a real success with the appointment of the Commission of Enquiry. Headed
by Thomas Frankland Lewis, this Enquiry looked sympathetically at the grievances of
the Rebecca rioters and very quickly recommended the implementation of the
Turnpike Act in 1844. This Act reduced the number of toll-gates and so addressed one
of the major aims of the Rebecca rioters.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was a Chartist Petition?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: It was a petition from the Chartists to the government.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: A Chartist Petition contained a list of the grievances/demands of the Chartists,
backed by very many signatures, directed to the government in the hope that the
government would address these grievances.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why Chartism appealed to working people.
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: Chartism appealed because it had a programme – the Six Points.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
[4]
(1/2)
(3)
Explains more than one reason well.
(4)
Eg: Chartism’s Six Points showed that the movement had leadership and
organisation. If addressed, these Points – male universal suffrage, secret ballot,
abolition of the property qualification to be an MP, equal electoral districts, payment
of MPs and annual parliaments – would help to address many of the grievances of
working people.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was the First Chartist Petition, 1839?
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
Eg: The First Chartist Petition was important because it showed that the movement
was organised and had leadership.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
Eg: The First Chartist Petition was regarded as the best way forward at the time – to
show the government that one million people supported Chartism and it also
provided the opportunity to present the People’s Charter to parliament as well. This
Petition was important because it reflected the desire of the Chartist to follow
peaceful means at this time.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: The First Petition was rejected, as expected, and the ‘Sacred Month’ that
followed soon fizzled out. The rejection of this petition was important because it led
to protest – the Newport Rising – and to a move towards physical force Chartism.
The First Petition led to two more Chartist petitions, in 1842 and in 1848, so a
precedent for petitioning parliament had been set.
7
[5]
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the role of John Frost in the Chartist Movement.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: He was a Chartist leader in the Newport Rising.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: John Frost was a respected citizen in Newport – he had been a mayor and a
magistrate. When he realised that democratic methods did not lead to improvements
in people’s lives, he joined the Chartist movement and established the first Chartist
lodge in the town. Frost was Chairman of the Chartist National Convention which
decided on physical force after the rejection of the First Chartist petition. He led the
march on Newport in November 1839 but was arrested and transported.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the Chartist march on Newport in November 1839 failed.
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: The weather was bad and the Chartists were disorganised.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: The Chartist march on Newport failed because the marchers were dispirited as
they marched through very heavy rain during the night of 3-4 November. When the
marchers arrived in Newport on the morning of 4 November, they were unsure of
their tactics and, when they did attack the Westgate Hotel, the authorities were
waiting for them. More than 20 Chartists were shot dead and the leaders – Frost,
Williams and Jones – were arrested. Poor leadership, bad weather and the
determination of the authorities caused the march on Newport to fail.
8
[4]
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Was the Chartist movement a serious threat to the Government?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support.
(1/2)
Eg: Yes/no – the government had to use soldiers/ the movement was crushed and the
Chartist petitions were rejected.
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 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. The government was determined to reject the Chartist petitions and it
resorted to armed force to quell the disturbance at Llanidloes in April 1839 and the
riot at Newport later in the year, and to make sure that its leaders were arrested and
transported. However, the government was aware of the split between the moral and
physical force Chartists and, along with sporadic support for the movement in very
few industrialised areas of Britain, was assured of its failure.
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 the government was in control of events at the time of the Chartist
disturbances, they did obviously feel threatened – some regarded the Newport Rising
as an insurrection and as a real attempt to overthrow the government of the day. The
fact that delegates at the Chartist National Convention referred to themselves as MC
– Members of Convention – and the fact that they intended to create a republic to
replace the democratically elected government, reflected the serious threat to the
Government.
GCSE MS - Paper 02 - Popular Movements in Wales and England (Summer 2007)/ED
04/09/2007
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 165/03 - THE EDWARDIAN ERA AND THE FIRST WORLD WAR,
1902-1919
FINALISED MARKING SCHEME
SECTION A
Question 1 (a)
Target:
(AO ii) Comprehension and understanding of a visual source; recall of
ownknowledge.
Question:
Use Source A and your own knowledge to describe the Liberal government’s
policy towards old people.
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture
(1)
Eg: Source A shows the first person to collect an old age pension in 1909, at a Post
Office.
LEVEL 2
Reasonable use of source with some background OR uses only the source well
OR provides accurate background only.
(2)
Places source in its historical context AND provides some background detail (3)
Eg: The Liberal government was aware of the poverty that existed in Wales and
England at this time, because of the reports of Booth and Rowntree. They reacted to
this by passing the Old Age Pensions Act in 1908, payable to people over 70 years of
age.
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
Liberal government tried to deal with the social problems of the time.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
Eg: The Liberal government passed acts in 1906 and 1907 which introduced meals
and medical inspection into schools.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
For good background knowledge ONLY award 3 marks.
Answer needs explanation and background knowledge for 4 marks.
Eg: The new Liberal government was committed to social and political reform. It
responded very quickly to social reform by enabling local authorities to provide poor
children with a hot school meal from 1906 and by making the service compulsory
from 1914. At a time when many families could not afford to pay for medical care, the
Liberal government set up the School Medical Inspection Service from 1907 and
supplemented this with the addition of clinics providing free treatment for school-age
children from 1912. The government had introduced old age pensions in 1908 and, in
1911, the National Insurance Act provided sickness and unemployment benefits.
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 Suffragette
movement?
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 Suffragette was knocked down by the
King’s horse and her name was Miss Emily Davison.
LEVEL 2
Considers usefulness of the source in terms of its content OR
deals with some aspects of content copies / paraphrases attribution OR
accurate answers based on own knowledge ONLY.
(3)
Eg: Source C is useful because it shows how one determined Suffragette aimed to get
publicity for her cause by jumping in front of the King’s horse in the Epsom Derby. It
also tells us that Miss Davison was a militant and that she had even wanted to attack
Mr Lloyd George. The source is an extract from the Daily Mail newspaper.
Deals with content of source well and considers origin of source.
(4)
Eg: Source C, is useful because it provides detailed information about the activities of
one leading Suffragette and helps us to understand the feelings of such a person. This
is primary evidence, probably an eye-witness account, written at the time of the event.
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 reading public about what Miss Emily
Wilding Davison did at the Epsom Derby. It gives us useful information but it is
biased: e.g., ‘a notorious militant with a thirst for martyrdom’. An historian would
have to study more varied and less biased information in order to obtain a full
account of the Suffragette movement.
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 Liberal government had very little
success in its policies.
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 tthe 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; token two-sided answers go in
here.
(1/2)
Eg: Source D says that the Liberal government faced a large number of problems.
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 reasonable one sided answer with more contextual support OR
A limited two sided answer with some contextual support.
The source says that the House of Lords controversy and the suffragette campaign
were very serious. The interpretation is valid because the government struggled with
these problems.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one-sided answer with good contextual support and
reference made to 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
Eg: The interpretation is incorrect. Sources A and B show how the government
addressed the social problems of the time. From my own knowledge, I know that the
government managed to deal with the 1909 Budget Crisis and the constitutional crisis
which followed and passed the 1911 Parliament Act in order to solve this political
problem. 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, to inform school pupils in a text book. Robson may have looked at primary
evidence such as Source C and secondary evidence such as a specialist history on the
Liberal governments in the early C20th. Although the interpretation is backed up to
an extent by Source C, which shows that the suffragettes were still causing problems
in 1913, it is not supported by the evidence in Sources A and B. Asquith’s Liberal
government was faced by a large number of problems but they are generally
remembered for the success of their social and political policies. The Suffragette
movement was a particular problem which calmed down from 1914 and was partly
addressed through the 1918 Reform Act. This part of the interpretation may be valid.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was rationing?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: This was limiting the amount of certain foods food that people could buy.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: Rationing was introduced into Britain in November 1917 because there was a
shortage of essential foodstuffs as German U-boats were sinking merchant ships that
were bringing food and raw materials to Britain.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how the Government tried to recruit people for the armed forces in the
First World War.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: The Government used posters like the famous one of Kitchener.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(3)
Explains more than one reason well.
(4)
Eg: The Liberal government initially depended on volunteers for the armed forces.
This was backed by an official recruitment campaign which used a series of posters
urging people to support the campaign and the war effort. Many posters were aimed
at women, who were encouraged to persuade the males in their families to join the
army. Women themselves were encouraged to work in factories or in the Land Army.
As casualties grew in the war, however, the government had to change its policy and
passed the Military Service Act in 1916, introducing conscription.
(1/2)
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was the role of David Lloyd George in the First World War? [5]
LEVEL 1
Generalised answer, making few relevant points.
Eg: He was the Prime Minister.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained .
(3/4)
Eg: Lloyd George had shown his ability as Chancellor of the Exchequer before the
war and, in 1915, he was appointed as Minister of Munitions with the task of
increasing the production of weapons and ensuring that they were delivered to the
army and navy as speedily as possible. His success paved the way for his appointment
in 1916 as Prime Minister and, in this role, he represented Britain in the Paris Peace
Conference of 1919.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: The role of David Lloyd George was very important in the First World War
because he was successful as Minister of Munitions and then, as Prime Minister, his
energetic leadership enabled the British people to come successfully through the war.
His role at the Paris Peace Conference showed that he had become a world
statesman.
4
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe how women were employed on the Home Front.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: Women worked in munitions factories.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: As Minister of Munitions, Lloyd George employed an increasing number of
women in the munitions factories as munitionettes, producing bullets and shells.
Their numbers increased from 225,000 in 1915 to 948,000 in 1918. Inspired by
recruitment posters, women joined the Land Army and, by 1918 they were doing a
large variety of jobs – railway porters, railway ticket collectors, bus-conductors,
policewomen, post women, drivers and even grave-diggers.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how agriculture was affected by the First World War.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
Eg: Men were away fighting at the Front and so more women were employed in
agriculture.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: For tenant farmers, the War brought change and prosperity as the demand for
milk and other dairy products, livestock and corn increased. The Corn Production
Act of 1917 encouraged greater efficiency in the production of important foods by
guaranteeing farmers a fixed price. Agricultural labourers were guaranteed a
minimum wage.
5
[4]
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Did the First World War have a bad effect on the lives of all the people at
home?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support/
(1/2)
Eg: Yes/no – loved ones were killed and rationing was introduced towards the end of
the war/women gained more opportunities than ever before and men could
voluntarily join the armed forces before 1916, seeking adventure abroad.
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: People pulled together during the war as never before; men were quite willing to
join up at the start of the war as posters encouraged them to take free travel! DORA
generally kept up the morale of the people and women were given more opportunities
in employment, allowing them to obtain more independence. Government changes
improved the lot of the farmers and agricultural labourers. However, women were
paid only half the rate of men and people suffered from shortages at the end of the
war, necessitating the introduction of rationing from November 1917.
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 there were many positive/good aspects of life on the home front in
World War One, people’s views of war changed as the fighting dragged on, when
conscription was introduced from 1916, and when families lost more and more loved
ones. The war had bad effects for conscientious objectors, who were treated very
harshly.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was a religious revival?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: It was when many people went to chapel.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: A religious revival was when there was a revival of interest in religion, especially
in the chapels in Wales. Evan Roberts was a young preacher from Loughor who drew
large crowds in 1904 through his powerful sermons. Hymns were sung with fervour,
miracles recounted and the enthusiasm spread to other parts of Wales.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the Welsh language declined during this period.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
Eg: The Welsh language declined because of English immigration and because the
speaking of English was increasingly encouraged.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
[4]
(3)
Explains more than one reason well.
(4)
Eg: The Welsh language declined because of the predominance of English-medium
education and the lack of official status. Many young people turned to English,
encouraged by their parents, who thought that speaking English was essential for
their children to ‘get on’. Businessmen and teachers supported such attitudes. During
the First World War, the sale of English daily newspapers increased and Welshlanguage weekly newspapers declined.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important for Welsh language and culture was the work of
Sir O.M.Edwards?
[5]
LEVEL 1
Generalised answer, making few relevant points.
Eg: He was a school inspector and supported the Welsh language.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(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. He encouraged the use of the Welsh
language in the primary schools of Wales and encouraged the recognition of Welsh
as a full subject in the secondary schools. He also wrote a series of travel books in
Welsh and established several successful Welsh magazines, so that his work for
Welsh language and culture was far-reaching.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: Although Sir O.M.Edwards did very important work with regard to Welsh
language and culture, he was only partially successful – some areas did allow Welsh
language teaching and Welsh was recognised as an examination subject, but English
remained the dominant language in all the schools of Wales, especially the grammar
schools, for many years. However, his legacy was to be inherited by his son, Sir Ifan
ab Owen Edwards, who was to form Urdd Gobaith Cymru in the 1920s.
7
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the changes in popular entertainment in the early twentieth century.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: In the industrial and more urbanised area, traditional entertainments were
replaced by new ones, like the cinema.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: Welsh-speaking areas continued with their traditional forms of entertainment,
especially the eisteddfod. In the industrial areas, however, newer forms of
entertainment were gaining ground: music hall entertainment was brought to
Tonypandy in 1909; the Carlton cinema opened in Swansea in 1914 as the first
purpose-built cinema in Wales; and, although frowned upon by the religious and
upper classes, organised sport continued to grow in popularity – rugby in South
Wales and through to national level as well, and football at a local level.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain the role of the war poets.
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: Hedd Wyn wrote poems about war. He was killed on the Western Front.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: People had been largely in favour of war in 1914, as they thought it would be
‘over by Christmas’. As the war dragged on, however, poets like Hedd Wyn began to
change people’s attitudes: his poem, Yr Arwr (The Hero) won the bardic chair at the
1917 Birkenhead Eisteddfod, but people were shocked to hear of his death before he
could claim his award. Wilfred Owen was wounded in the trenches and, when
recovering in hospital, he met two war poets, Siegried Sassoon and Robert Graves,
who encouraged him to continue with his writing. His most famous poems were
Anthem for Doomed Youth and Dulce et Decorum Est. His death at the age of 25,
one week before the armistice, convinced many people of the futility of war.
8
[4]
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Did people’s attitudes to religion and culture in Wales change mainly because of
the experience of the First World War?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support
(1/2)
Eg: Yes/No – some people’s attitudes changed because of the negative experience of
the War/attitudes were changing beforehand anyway.
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. Hedd Wyn
wrote in Welsh; the other war poets wrote in English. Additionally, the War was
reported in the English newspapers, rather than the Welsh language ones. Reporting
of the War, therefore, tended to discriminate against the Welsh language. However,
with regard to religion, a revival had happened in 1904, before the War had started,
at a time when religious attendance was low. War was not the initial cause for
change here.
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: The experience of war had undoubtedly played its part in changing people’s
attitudes to religion and culture in Wales. However, changing attitudes were evident
before 1914 – with major immigration into Wales from England even before 1900, as
work was plentiful in Welsh industry; with the appointment of Sir O.M. Edwards as
Chief Inspector of Schools in Wales, for example, determined to promote Welsh
language and culture; and with the desire for new forms of entertainment being
sought. Even so, in the Welsh-speaking heartlands, traditional attitudes to religion
and culture still held sway.
GCSE MS - 03 - The Edwardian Era and the First World War (Summer 2007)/ED
04/09/2007
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 165/04 DEPRESSION, WAR AND RECOVERY, 1930-1951
FINALISED 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 evacuation
policy.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture.
Eg: Source A shows children being evacuated by rail to South Wales.
LEVEL 2
Reasonable use of source with some background knowledge OR uses only the
source well OR provides accurate background only.
(2)
(1)
Places source in its historical context AND provides some background detail. (3)
Eg: Source A shows that the government used the railway system to evacuate children
to areas like the Rhondda in South Wales, as well as to rural areas like Mid Wales,
where it was felt that they would be safe from the German bombing of the cities, ports
and industrial areas. Children were billeted with local families; sometimes whole
schools were evacuated.
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
contribution of women to the war effort.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
Eg: Women made a big contribution to the war effort, bigger than ever before. They
joined the armed services.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
For good background ONLY award 3 marks.
Answer needs explanation and background knowledge for 4 marks.
Eg: Women joined every branch of the armed services in World War Two: the
Auxiliary Territorial Service, the Women’s Auxiliary Air Force and the Women’s
Royal Naval Service. Women did not fight, as the men were called upon to do this, but
they provided valuable support, from filling sandbags to operating search lights. As
men were conscripted into the armed forces, there was a labour shortage in Britain
and women did a variety of work - in factories and in the Women’s Land Army, 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 the Blitz?
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 people were leaving Southampton in order
to escape the Blitz.
LEVEL 2
Considers usefulness of the source in terms of its content OR
deals with some aspects of content copies / paraphrases attribution OR
accurate answers based on own knowledge ONLY.
(3)
Eg: Source C is useful because it says that the continuous blitzing of Southampton
had shattered people’s nerves. People were taking whatever precious belongings they
could in order to leave the town, as morale had collapsed. The source was written by
the Bishop of Winchester.
Deals with content of source well and considers origin of source.
(4)
Eg: Source C, written at the time, is useful evidence to show the effects of the blitz on
a port like Southampton. It is primary evidence, a first-hand account of how the
Bishop of Winchester saw the suffering that was inflicted on ordinary civilians. The
Bishop had written this report after visiting the city which lay in his diocese and
shows his concern for his people.
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 by a reliable witness, provides useful and reliable
evidence of the Blitz. It was written as a report to inform the head of the Church of
England about the effects of the Blitz. It is particularly useful to an historian because
it gives an alternative view of how people coped with the Blitz. An historian would
have to look at more evidence, to gain a broader picture of the Blitz in other cities.
2
Question 1 (d)
Target: (AO ii) Comprehension, analysis and evaluation of an interpretation / representation.
Question:
In Source D the author is suggesting that British people had coped successfully
with the experience of the Second 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; token two-sided answers go
here.
(1/2)
Eg: Source D is correct: it says that by the summer of 1944 people believed that the
war was almost over and were looking to the future.
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 reasonable one sided answer with more contextual support OR
A limited two sided answer with some contextual support.
E.g.: The people of Britain had come through the war well, although they did have
problems like the Blitz and evacuation.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one sided answer with good contextual support and
reference made to other sources (this can be inferred) OR
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 supports the view that people in Wales and England coped
well with the experience of the Second World War. Source A shows how the children
were kept safe through the government’s evacuation policy and Source B shows the
valuable support put in by women, in the absence of men. However, the interpretation
does not take into account the evidence of Source C, which shows how morale had
collapsed in Southampton, nor does it show an awareness of how the people of
Coventry slept outside the city boundaries at night in order to escape the horrors of
the Blitz. The interpretation was written by a modern historian in 1986.
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 1986, when the effects of the Second World War and of the Blitz in
particular were more apparent. The author may have looked at primary evidence,
such as a munitionette’s happy war experience or at secondary evidence such as a
specialist book on the Home Front. The interpretation was written in a general book,
to inform people about events in British history. By the summer of 1944, the Allies
were invading Normandy and the threat from Germany was receding, so that people
could plan for the future. This part of the interpretation is valid, but it does not take
into account how people had suffered before that time.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was a hunger march?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: People marched because they were hungry.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: A hunger march was undertaken by unemployed people during the depths of the
Depression. These unemployed people were in areas of traditional industry like coal
mining and ship building and they marched to show that they wanted work; their
families were hungry.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the government introduced the Means Test.
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: To make money go further at a time of mass unemployment.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
[4]
(1/2)
(3)
Explains more than one reason well.
(4)
Eg: There was huge unemployment in Britain because of the Depression. An
unemployment benefit (the dole) was paid to people for the first six months of
unemployment. At this time, the government had to cut costs so, in 1931, the dole was
cut by 10% and was means tested for the first time. An unemployed person had to
prove that he needed the dole and, as the Depression deepened and there was even
less money available to government, a person’s family income was means tested ever
more stringently, with benefits being paid only to those ‘desperately in need’ and
then only if they were ‘actively seeking work’.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was popular entertainment during the 1930s?
LEVEL 1
Generalised answer, making few relevant points.
Eg: It gave people something to do during the Depression.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
Eg: The 1930s was a time of mass long-term unemployment, when about two million
people were unemployed in Britain. Popular entertainment played a vital role in
helping people to cope with the bad experiences of the Depression. Radio became
affordable and helped to entertain people; cinema attracted huge audiences and
enabled people to escape the reality of everyday life to a world of ‘make believe’. As
people had more leisure time, they could go to the races to bet on the dogs or horses,
or they might have gone to a football or rugby match; they may even have gone to
one of the free libraries to read books and newspapers.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: Britain suffered badly during the 1930s. Popular entertainment was important
because it helped to keep up morale; it helped to foster a sense of community spirit
during a time of great hardship.
4
[5]
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe how women ‘made ends meet’ during the Depression.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: Women scrimped and saved and made sacrifices.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: Women made the limited dole money go as far as possible: they bought cheap
cuts of meat and made affordable meals; clothes were handed down from child to
child or from family to family; they often went without sufficient food for themselves
so that their families could keep healthy; they would take in washing or sewing in
order to supplement their meagre income.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why many people moved from Wales to England during the 1930s.
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: They moved for work and for better living standards.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: There was mass unemployment in the traditional industries of Wales – coal
mining and steel working – so people moved in the 1930s to areas of new, light
industry and mass production processes, where the government was investing money.
Thousands of Welsh workers and their families were encouraged to leave Wales by
the government; the Ministry of Labour set up a scheme to help unemployed workers
move to popular areas like London, Coventry, Watford, Slough and Oxford. One of
the biggest employers of Welsh workers was the Morris car company at Cowley near
Oxford. In these areas, new housing estates were often built, affording migrant
workers a better standard of living.
5
[4]
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Did the problems caused by the Depression in Wales and England affect
everyone equally in the 1930s?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support.
(1/2)
Eg: Yes/no – lots of people suffered/Wales suffered but parts of England did not.
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: People were affected differently by the Depression in different parts of Wales and
England. There was mass unemployment in South Wales, because markets for coal
and steel had contracted; this was also the case in the traditional textile producing
areas in Manchester and the north of England. Traditional shipbuilding areas like
Jarrow in the north-east of England suffered too. Here, masses of people suffered.
However, in London and the South-East and in certain parts of the English Midlands,
government money was invested in the new, light industries and people here were
much better off.
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: There was a marked difference between the areas of traditional industry and
those of new industry in Wales and England and in the problems from which these
areas suffered. However, even in the areas which suffered most, people did not suffer
equally. There was relative prosperity in areas like Uplands in Swansea, Garden
Village in Wrexham, and Roath and Cyncoed in Cardiff. By the Special Areas Act, the
steel industry built a new plant at Ebbw Vale in the late 1930s, so that the problems
of the people here must have been alleviated belatedly.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the Sudetenland?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: An area ‘conquered’ by Hitler.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: The Sudetenland was part of Czechoslovakia, which was surrendered to Hitler in
1938. It had military, industrial and strategic importance.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why Britain accepted Germany’s re-occupation of the Rhineland in
1936.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: It belonged to Germany anyway.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(1/2)
(3)
Explains more than one reason well.
(4)
Eg: Britain accepted the re-occupation of the Rhineland because it was felt that
Germany had suffered enough after the First World War and was entitled to regain
the land. Britain was in no condition to resist Hitler: the country was in the throes of
the Depression, had its own empire to think about and followed a policy of
appeasement anyway.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was the Munich Agreement?
LEVEL 1
Generalised answer, making few relevant points.
Eg: It kept the peace between Britain and Germany.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
Eg: The Munich Agreement was important because it enabled four powers to meet
together – Britain, France, Germany and Italy – to have peace talks. The Sudetenland
of Czechoslovakia was surrendered to Hitler and, as a result of the Agreement, both
he and Chamberlain agreed ‘never to go to war with one another ever again’.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: The Munich Agreement did delay war for a year. This was very important for
Britain. However, Czechoslovakia felt betrayed by Britain and France.
7
[5]
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe Britain’s preparations for war from 1938.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: Britain got ready for an invasion.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: From 1938, trenches were dug, air-raid shelters were supplied and gas masks
were distributed. Radar stations were set up and the RAF was prepared for conflict.
In May 1939 conscription was declared, Air Raid Precautions were strengthened,
many more hospital beds were made available and plans were made for evacuating
children to safety.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the invasion of Poland in 1939 was important for Britain.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: It showed that Hitler could not be trusted and that war was inevitable.
(1/2)
LEVEL 2
More detailed and accurate explanation; explains more than one reason
(3/4)
Eg: The invasion of Poland was important for Britain because it showed that Hitler
had definitely broken his promises made at Munich and was determined on a widescale war. After the invasion of Czechoslovakia in March 1939, Britain had made an
agreement/guarantee, along with France, to support Poland in the event of an attack.
When Hitler invaded Poland in September 1939, Britain had to honour that
agreement and this caused Britain to declare war on Germany, on 3 September 1939.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
How successful was Britain in dealing with the threat of Germany in the1930s?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support.
(1/2)
Eg: Britain was successful – Hitler was appeased for several years and war was
delayed/Britain was unsuccessful – Hitler was given in to, time and again; he
continued to break his promises.
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: Britain had a traditional policy of appeasement from the late 1920s and
continued to appease Hitler by not reacting against his aggression against the
Rhineland and against Austria. This was understandable as Britain was in the throes
of the Great Depression and had its own empire to consider, not just Europe. Hitler
appeared to be a saviour for Germany initially and Britain’s policy of appeasement
seemed successful. However, Hitler then broke his promises by invading the rest of
Czechoslovakia in March 1939 and then Poland, which showed that Britain was
finally unsuccessful in dealing with the threat of Germany.
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: Chamberlain had returned as a hero from Munich: he had kept the peace and he
had extracted a promise from Hitler never to fight against Britain. Britain was aware
that the threat from Germany was real; the views of opponents of appeasement, like
Churchill, were finally taken into account and preparations for war were begun late
in 1938. Britain was more ready to deal with the threat of Germany in 1939 than it
had been in 1938. Britain’s reaction to the threat of Germany in the 1930s was
eventually to prove successful.
GCSE MS - Paper 04 - Depression, War and Recovery (Summer 2007)/ED
04/09/2007
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 165/05 – RUSSIA IN REVOLUTION, 1905-1924
FINALISED 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 Lenin's role in the
Bolshevik seizure of power.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture. (1)
E.g.: He is talking to the Red Guards; he is urging them on; he is their leader.
LEVEL 2
Reasonable use of source with some background OR uses only the source
well OR provides accurate background only.
(2)
Places source in its historical context AND provides some background
detail.
(3)
E.g.: Source A shows that he was seen as playing a key role in boosting
morale; showing leadership and direction; he was a persuasive speaker;
addressing the Red Guards; he returned from exile; he convinced others that
the time was right; without him the Rev. would not have taken place.
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 facing the Provisional Government in the autumn of 1917. [4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
E.g.: It was becoming helpless faced with lots of robberies and murders;
breakdown of law and order.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
Good background knowledge ONLY award 3 marks.
Needs explanation AND background knowledge for 4 marks.
E.g.: It was losing its grip on events; its power was declining; it had problems
making its authority felt; its decision to carry on with the war was causing
problems; its policies were not liked by all; opposition was growing – the
Bolsheviks; dual power; conflict with the Soviets.
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 Bolshevik
seizure of power?
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 shows the committee was very busy; shows
people had little sleep; people were busy preparing.
LEVEL 2
Considers usefulness of the source in terms of its content OR
Deals with some aspects of content copies / paraphrases source.
OR Accurate answers based on own knowledge ONLY
(3)
E.g.: Source C is useful because it suggests that the Bolsheviks were busy
planning and organising events.
Deals with content of source well and considers origin of source.
(4)
E.g.: Source C, written by Trotsky, shows that the Bolshevik headquarters was
the nerve centre of activity; the author, Trotsky, appears to be playing an
important part in events
LEVEL 3:
Gives a reasoned evaluation, considering usefulness in terms of content,
origin and purpose of source
(5)
E.g.: Source C is taken from Trotsky's autobiography published in 1930 after
he had been forced to leave the USSR; it suggests he played a central role in
directing events; it may possibly be biased to make his role in events seem
more important.
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 seized power only
because of the leadership of Lenin. 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; token two-sided
answers go in here.
(1/2)
E.g.: Yes, because it says that Lenin had a clear plan and was well organised;
everybody else was unsure what to do.
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 reasonable one sided answer with more contextual support
OR A limited two sided answer with some contextual support.
E.g.: Lenin had clear aims and played a key part in pushing for action in
October 1917.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one-sided answer with good contextual support and
reference made to 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; may refer to attribution as an interpretation from an historian.
E.g.: Some of the sources suggest that Lenin played a key role in leading the
Revolution (Source A) BUT other factors also contributed such as the role of
Trotsky(Source C) and the declining influence of the Provisional Government
(Source B).
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.: Lenin played an important role but he was not the only factor in securing
the seizure of power; there is also importance of the Red Guards, the role of
Trotsky, the unpopularity of the Provisional Government; the author, writing with
the benefit of hindsight, has made a generalised comment suggesting Lenin
played the key part; it is a narrow focus and it does not examine other factors.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the Comintern?
LEVEL 1
Generalised answer with a weak or implied point made.
(1)
E.g.: It was a body formed by Lenin; part of the Communist Party machine.
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: Its creation was announced at the 10th Party Conference (Third
International); its purpose was to organise socialist revolutions across Europe
and spread; to spread communist ideas/revolutions elsewhere.
[2]
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how Russia was treated under the terms of the Treaty of BrestLitovsk.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: Badly; many harsh terms; lost lots of land; had to pay money.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(3)
Explains more than one reason well.
(4)
E.g.: Severe terms; lost 27% of its farmland and 26% of its population, lost
valuable industrial land; 26% of its railways; had to pay a fine of 3 billion
roubles to Germany and Austria-Hungary
(1/2)
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How successful was the policy of War Communism?
LEVEL 1
Generalised answer, making few relevant points.
E.g.: Not very; caused problems; caused hardship in Russia.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis/
judgement, not fully sustained.
(3/4)
E.g.: Nationalisation of industry allowed government to control production
BUT trade unions were banned; workers treated harshly; peasants not paid
fair price for grain; requisition squads seized food; growing anger
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement/
evaluation; the answer addresses the thrust of the question.
(5)
E.g.: Grain harvests fell in 1920 and 1921 which resulted in famine; peasants not
growing enough food; industry did not prosper; prices rose and inflation caused
the rouble to lose its value; bartering; ultimately the policy had to be abandoned.
4
[5]
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the work of the Cheka.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: The secret police; they arrested people.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: Arrest, torture and execution of anyone who appeared disloyal to
Bolshevism; the secret police, headed by Felix Dzerzhinsky; carried out the
Red Terror; dealt with all opposition.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the Whites lost the Civil War.
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: too weak; Bolsheviks were better; not very well-organised.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: Lacked unity; fought as independent armies over wide geographical
area; lack of communication; did not hold the major cities; lacked strong
leadership; different motives/agenda; death of Tsar meant they lost the
purpose to fight.
5
[4]
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop
a reasoned two sided response. This is required to reach Level 3.
Question:
Did the Bolsheviks have complete control of Russia by 1921?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: Yes, they had won the Civil War; Lenin now ruled Russia; Russia was
communist.
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.: They had defeated the Whites and won the Civil War; but opposition still
existed in places; Lenin was beginning to make changes.
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.: By 1921 Russia was a one-party state controlled by the Communists;
they were beginning to lay the foundations of Communism; they exercised
political control via the Politburo and Orgburo; BUT they had to use the
Cheka to ensure loyalty and use propaganda and censorship to control people,
Lenin's illness and the lack of a line of succession; accept ref. to NEP.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the Kronstadt Rebellion?
LEVEL 1
Generalised answer with a weak or implied point made.
(1)
E.g.: When some people protested; an uprising; soldiers fighting protesters.
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: sailors and dockyard workers went on strike; demanded end of War
Communism; Trotsky sent 60,000 troops to crush uprising; three week
struggle; 10,000 killed or sent away.
(2)
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain the economic condition of Russia in 1921.
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: Russia faced bad conditions; people starving; weak economy.
LEVEL 2
More detailed and accurate explanation with one reason well explained. (3)
Explains more than one reason well.
(4)
E.g.: economy in ruins; drained by civil war; policy of War Communism
caused hardship; fall in industrial and agricultural output; drought in 19201921 resulted in famine; introduction of NEP.
(4)
(1/2)
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How successful was the New Economic Policy (NEP)?
LEVEL 1
Generalised answer, making few relevant points.
E.g.: it brought in changes; put people back to work.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: helped bring about some relief after War Communism; led to a rise in
production; helped Russia recover from famine.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
E.g.: kept the Communists on power; allowed farmers to keep some profits
which caused them to produce more; rise of Nepmen; got country back on its
feet; shows Lenin's political ability; to some it was not successful - a betrayal
of communist ideas.
7
[5]
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the power struggle to succeed Lenin between 1921-24.
LEVEL 1
Generalised answer with a weak or implied point made.
(1)
E.g.: several men wanted to become the new leader after Lenin; Lenin was ill.
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: Lenin refused to name a successor; his illness caused a struggle between
Trotsky, Stalin, Kamenev and Zinoviev; Stalin outmanoeuvred others using his
position as General Secretary to appoint his supporters to positions of
importance.
[3]
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how the Communist government attempted to change Russia's
cultural life between 1921-24.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: they took control of all cultural events and activities; state control
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: Communist interpretation of all things cultural – the visual arts, theatre,
film, the media, all writing; everything had to show the Communist version of
Russia's past; Lenin and the Bolsheviks were the hero figures; religion;
women; education.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issue.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Had Lenin created a strong Communist state by 1924?
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: Yes – defeated the whites; ended the civil war; Communists now ruled
the country; no opposition allowed; people arrested.
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 secured the Bolshevik take-over of power; laid the foundations of
the Communist state; created a one-party state; took steps to eliminate
opposition; control of the press; propaganda and censorship; all gave the
impression of strong government; reforms – women, education, the church.
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.: Communist state continued after Lenin's death but had
problems/weaknesses; some saw NEP as a betrayal of communist ideals;
uncertainty over succession; did not train a successor and therefore left a
power struggle; struggle between Trotsky and Stalin over ideology and
leadership; Russia still weak after the famine and the Civil War.
GCSE MS - Paper 05 - Russia (Summer 2007)/AOB
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 165/06 – UNITED STATES OF AMERICA, 1910-1929
FINALISED 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 why sport became so
popular during this period.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture.
(1)
E.g.: Source A shows people liked watching it; they had money to go and
watch.
LEVEL 2
Reasonable use of source with some background OR uses only the source
well OR provides accurate background only.
(2)
Places source in its historical context AND provides some background
detail.
(3)
E.g.: Source A shows that new stadia were built; popularity of certain sports
like baseball; went to see sporting heroes like Babe Ruth; live commentary on
the radio; more leisure time.
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
changing lifestyle of American women during the 1920s.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only. (1/2)
E.g.: they could vote; they rode motorbikes; drove cars; flew planes; smoked.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
Good background knowledge ONLY award 3 marks.
Needs explanation AND background knowledge for 4 marks.
E.g.: new Flapper lifestyle; adopted new fashions in dress and make-up;
abandoned chaperones; new Jazz clubs and dances; more liberal and
independent lifestyle; adopted traditional masculine pursuits like driving,
smoking drinking.
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 Jazz
music became popular?
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 music is entering more and more
into the daily lives of people; new ideas; new blood.
LEVEL 2
Considers usefulness of the source in terms of its content OR
Deals with some aspects of content copies / paraphrases source OR
Accurate answers based on own knowledge ONLY.
(3)
E.g.: Source C is useful because it says this is a new style of music from black
Americans; experimentation with new styles; new dances.
Deals with content of source well and considers origin of source
(4)
E.g.: Source C, written at the time, shows it is a break with traditional music;
new rhythm and beat. There will be some discussion of the type of source.
LEVEL 3:
Gives a reasoned evaluation, considering usefulness in terms of content,
origin and purpose of source.
(5)
E.g.: Source C, written at the time by a Jazz musician, is valuable for its content
value with references to innovative styles and techniques; the author is black and
is likely to be boastful of the new style of music; would expect him to say they are
breaking into new fields; useful because it is the view of somebody involved in the
Jazz phenomenon but must be treated with some care.
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 rise of the cinema was the
main change to affect American culture and society during the 1920s.
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.: Yes – source D says that people liked going to the cinema; they wanted
to see a moving picture; they wanted to watch a film.
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 reasonable one sided answer with more contextual support
OR A limited two sided answer with some contextual support.
E.g.: going to the cinema was very popular at this time; it was cheap
entertainment; it was one of many popular pastimes to emerge during the 1920s.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one-sided answer with good contextual support and
reference made to 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.: the interpretation is mostly accurate as people enjoyed going to the cinema;
this became very popular; it was the era of the silent movie; popularity of film
stars such as Charlie Chaplin and Clara Bow; cheap affordable entertainment;
will hint at other changes – flappers (Source B), Jazz (Source C), mass sport
(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.: elaborates upon the importance of the cinema in terms of affecting social
change in lifestyle and leisure; attempts to evaluate it in relation to other
important changes such as Jazz, sport, fashion, impact of motor car. It is the
view of a modern historian, written with the benefit of hindsight, but is still his
viewpoint; other historians might identify other factors as being important
such as the impact of the motor car.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the Sacco and Vanzetti case?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: It was a trial of two men, Sacco and Vanzetti.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: two Italian immigrants, Nicola Sacco and Bartolomeo Vanzetti, were put
on trial accused of robbery and murder; public opinion and the press was
against them; put on trial in 1921, found guilty and executed by electric chair
in 1927; part of the Red Scare hysteria.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the US government introduced prohibition.
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: to stop people drinking; to stop drunkenness; to make life better.
LEVEL 2
More detailed and accurate explanation with one reason well explained. (3)
Explains more than one reason well.
(4)
E.g.:campaigns by various groups such as the Anti-Saloon League and
Temperance Union; religious groups claimed alcohol was an evil; desire to
improve moral standards and family values.
[4]
(1/2)
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How successful were the attempts to restrict immigration into the USA? [5]
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
E.g.: passed laws to stop many of them; only a few immigrants allowed to
enter the USA; they introduced controls.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: successful; passed a number of acts to restrict and control immigration such
as the Literacy Test (1917), Emergency Quota Act (1921), National Origins Act
(1924); each act was stricter than the previous one; they did reduce numbers.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
E.g.: success was mixed; numbers did reduce from southern and eastern
Europe; but there remained a growing phobia at home over immigrants and
an increase in racial tension.
4
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the work of the NAACP.
LEVEL 1
Generalised answer with a weak or implied point made.
(1)
E.g.: set up to help black Americans; gave support; organised events; gives
the meaning of NAACP.
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: designed to fight segregation; opposed racism and segregation through
legal action and non-violent activities; organised marches and
demonstrations; helped fight legal case.
[3]
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why many black Americans migrated north during the 1920s [4]
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: to find a job; to get a better life; to get more freedom.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: to find work in the industrial cities of the north like Chicago, Detroit,
Philadelphia; the prospect of a better life; to avoid the laws of segregation;
the get away from the activities of the KKK.
5
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Was racism the main problem facing the American people during this
period? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: Yes, due to the activities of the KKK; the fear of immigrants; black
Americans were attacked and abused.
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.: there was an increase in racism in the 1920s; growing concern over
immigration such as the Red Scare; growing membership of the KKK in the
southern states; tension in the northern cities; ill-treatment of native
Americans; alludes to other problems but does no develop them such as
violence and illegal drinking.
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.: racism was a major problem especially in the southern states and the
industrial cities of the north BUT there were other problems such as abuse of
prohibition laws, growth of gangsterism and violent crime and corruption;
immigration; the Red Scare.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What were the Fourteen Points?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: a list of points which aimed to stop war.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: a list compiled by President Wilson; part of his idea to secure peace in
Europe and avoid future warfare; called for the creation of a League of
Nations.
Question 3(a) (ii)
Target: (AO i) Explanation of key events and issues.
Question: Explain how life in America was affected by the First World War.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: American men sent to Europe to fight; more control by government;
hatred of Germans.
LEVEL 2
More detailed and accurate explanation with one reason well explained. (3)
Explains more than one reason well.
(4)
E.g.: more government control and regulation of the economy such as War
Industries Board and Food Administration Department; planting of 'victory
gardens'; conscription; women entering factories, mines and farms; increase
in taxes; German banned in schools; improvements in the economy; changes
in lifestyle of women; now working; vote given to women.
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How successful was President Wilson in getting America to join the
League of Nations?
[5]
Generalised answer, making few relevant points.
(1/2)
E.g.: it was set up but America did not join.
LEVEL 1
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: there was strong opposition within America against joining; Lodge's
objections; Congress rejected Wilson's request for the US to join.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
E.g.: the League came into being in 1920 but without America; Wilson toured
US cities to win support but his idea was rejected; it caused his health to fail;
his dream of American joining was not realised
7
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the Washington Naval Agreements.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: agreements signed in Washington; to do with the navy.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: major disarmament conference held in Washington in 1921-22; an
attempt to deal with the naval threat posed by Japan; various agreements
signed – Five Powers (1921), Four Powers (1921), Nine Powers (1922).
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how America attempted to deal with the war debts problem in
Europe
[4]
LEVEL 1
Generalised answer; only one reason given OR description only
(1/2)
E.g.: America wanted its money back from Europe; helped Germany sort out
its debt repayments.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: held a conference chaired by Charles Dawes to discuss reparations / war
debts; the Dawes plan (1924) re-negotiated Germany's payments; the Young Plan
(1929) extended payments over 59 years; additional money was lent to.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Was America fully isolationist during the 1920s?
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: Yes because America did refuse to take part in world affairs; America
shut herself away.
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 said it was isolationist and attempted to restrict
American involvement in world affairs BUT she did interfere in some
instances such as protection of US trade via tariffs, securing loan repayments
from Europe, dollar diplomacy.
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 – America continued to follow the Monroe doctrine BUT
she did bow to practical considerations; may make reference to the naval
threat from Japan, the war debts problem in Europe, the Kellogg-Briand Pact
or dollar diplomacy in South America. It was not possible for a country with
such economic might to remain isolationist; practicalities of trade made this
impossible – a compromise policy was reached.
GCSE MS - Paper 06 - USA (Summer 2007)/AOB
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 07 – GERMANY, 1919-1945
FINALISED 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 Nazi Party rallies. [3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture. (1)
E.g.: Source A shows large gathering of Party members listening to Hitler
giving a speech.
LEVEL 2
Reasonable use of source with some background OR uses only the source
well OR provides accurate background only.
(2)
Places source in its historical context AND provides some background
detail.
(3)
E.g.: Colourful display of party strength and unity – flags, banners, uniform,
music; speeches given by leading Nazi figures; Nuremberg rallies addressed
by Hitler; used for propaganda purposes.
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 Great Depression affected life in Germany.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
E.g.: The Great Depression led to people voting for extremist parties.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
Good background knowledge ONLY award 3 marks.
Needs explanation AND background knowledge for 4 marks.
E.g.: The Great Depression caused the collapse of the German economy,
largely due to the calling in of foreign loans; factories closed; rising
unemployment; government seemed to be doing nothing; people voted for
radical solutions.
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 methods
used by the Nazis to win votes?
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 Hitler was a good speaker; he made
promises that no one else did.
LEVEL 2
Considers usefulness of the source in terms of its content OR
Deals with some aspects of content copies / paraphrases source
OR Accurate answers based on own knowledge ONLY
(3)
E.g.: Source C is useful because it shows the ability of Hitler to persuade his
audience; telling the people what they most wanted to hear; the promise of
hope and a better future.
Deals with content of source well and considers origin of source.
(4)
E.g.: It is someone’s memories. Source C is written by a German who lived at that
time, and tells of a speech given by Hitler. This would make the source useful
because it is first-hand evidence.
LEVEL 3:
Gives a reasoned evaluation, considering usefulness in terms of content,
origin and purpose of source.
(5)
E.g.: Source C suggests Hitler was a good orator; he had persuasive qualities;
the Nazis made use of propaganda; it is the reminiscence of a German whose
parents voted Nazis; it provides first-hand evidence why some voted Nazis
BUT it needs to be treated with care as not all Germans would have been
persuaded in this way.
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 Nazis got to power mainly
because of their own actions. 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; token two-sided
answers go in here.
(1/2)
E.g.: Yes because it says they had strong leadership, good organisation and
clever promises; Hitler was good; people liked what he said and what he
promised to do.
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 reasonable one sided answer with more contextual support
OR A limited two sided answer with some contextual support.
E.g.: The Nazis were led by a strong leader, Hitler, who was good at giving
speeches; he was clever at promising people what they most wanted such as
jobs; but other factors helped make the Nazis popular.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one-sided answer with good contextual support and
reference made to 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.: The above with additional development; the economic condition of
Germany changed after 1929 (Source B) and made people desperate
(Source C), the organisational qualities of the Nazi Party (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.: There was a combination of factors; the Nazis because of their strong
leadership and good organisation were able to take full advantage of the
economic depression resulting from the Wall Street Crash; without the
Depression Hitler would not have had the opportunity; it is a considered view
of modern historians; they would have the benefit of the latest research BUT it
is only a narrow viewpoint; the bigger picture has not been examined.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the Weimar Republic?
LEVEL 1
Generalised answer with a weak or implied point made.
(1)
E.g.: The government; the body that ruled Germany during the 1920s; the
government before Hitler.
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: The new regime that ruled Germany after the fall of the Kaiser; the
period 1919-1933; an elected government headed by a President; named after
the town of Weimar, democratically elected.
[2]
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why many Germans disliked the Treaty of Versailles.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: They did not like its terms; thought it was too harsh; seen as being
unfair.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(3)
Explains more than one reason well.
(4)
E.g.: They saw it as a diktat; they disliked many of the terms such as War
Guilt, reparations, reduction in armed forces, loss of land; feeling of
humiliation.
[4]
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How successful was the Munich Putsch of 1923?
[5]
LEVEL 1
Generalised answer, making few relevant points.
E.g.: Not very; it failed.
(1/2)
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: The failure of the Putsch will be described; von Kahr had informed the
Munich police of the plan; police were waiting; several Nazis killed; Hitler injured;
Ludendorff was arrested; Hitler captured later; put on trial and sent to prison.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
E.g.: The Putsch ultimately failed in its objective of seizing power; the Nazi
Party was banned and its leader imprisoned BUT had long term
repercussions; through publicity of trial Hitler had made a name for himself
and his party; convinced Hitler that he must use other means to get to power.
4
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the effects of hyper-inflation.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: Prices kept on rising; people without jobs and food.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: Rapid rise in prices; mark became worthless; people paid frequently;
bartering became the norm; massive downturn in the economy; sharp rise in
unemployment.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the German economy collapsed in 1929.
LEVEL 1
Generalised answer; only one reason given OR description only
E.g.: Wall Street Crash happened and people began to lose their jobs.
LEVEL 2
More detailed and accurate explanation; explains more than one reason. (3/4)
E.g.: Effects of the Wall Street Crash; heavy reliance upon US finance; US
loans called in; loss of confidence; orders cancelled; people made redundant.
5
[4]
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two-sided response. This is required to reach Level 3.
Question:
Did Gustav Stresemann succeed in solving all the problems faced by the
Weimar republic up to 1929? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support (1/2)
E.g.: Yes Germany recovered under his leadership; he made things good again.
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 brought stability after the economic crisis of the early 1920s; he
ended hyper-inflation; introduced new currency; re-negotiated reparation
payments; got Germany back into the ranks of the Great Powers.
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.: On the surface he seems to have done very well; Weimar was prosperous
by the late '20s BUT this prosperity came at a price; 'dancing on a volcano';
heavy reliance upon US loans; in the long term he did not solve the problems.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the National Reich Church?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: Hitler's church; a church controlled by the Nazis.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: A Nazified church; replacement of cross and Bible with sword and 'Mein
Kampf'; priests had to give Nazi salute; emphasis upon civil ceremony.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how the Nazis changed the lives of German women.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: Expected to have many children; they looked after the home; housewives.
LEVEL 2
More detailed and accurate explanation with one reason well explained (3)
Explains more than one reason well.
(4)
E.g.: Lost the advantages made during Weimar; had to give up jobs; become
housewife and mother; emphasis upon family values; forbidden to wear makeup, dye hair; the Three K's.
[4]
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How successful were the Nazis in reducing unemployment?
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
E.g.: Very successful; created lots of jobs; put many Germans back to work.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: Introduced a range of policies which created jobs – rearmament and
conscription, public works, autobahns; the RAD organisation; changes to the
role of women; this resulted in a massive fall in unemployment statistics.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
E.g.: Appears to be very successful; reduction from 6.2 million to 100,000
BUT these figures are not accurate; Jews and German women not counted;
unemployment was much higher than that officially stated.
7
[5]
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the role of Josef Goebbels.
LEVEL 1
Generalised answer with a weak or implied point made.
(1)
E.g.: An important Nazi; he worked in the Nazi government; friend of Hitler's.
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: Nazi Minister of Enlightenment and Propaganda; in charge of all
censorship and propaganda; controlled what was printed and broadcast; the
master of manipulation.
[3]
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how the Nazis changed education.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: Controlled what was taught; teachers had to do what they were told.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: Strict control of the curriculum; Nazification of subjects such as history
and biology; control of teachers; strong element of censorship and
propaganda; creation of new types of schools; distinction between education
of boys and girls; German Teachers League, reference to the Hitler Youth.
8
[4]
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two-sided response. This is required to reach Level 3.
Question:
Did all German people benefit from the changes introduced by the Nazis
during the period 1933-39? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: Yes, most did; were provided with jobs and now had money.
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.: Many Germans did benefit from getting a job; steady wages; improved
economy; better lifestyle; range of consumer goods; benefits of being a
member of the Nazi Party; strong government and leadership; BUT not all
Germans did well – Jews; some women lost out on careers.
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.: Depended upon ethnic background and personal circumstances; Aryans
generally did well; they had jobs steady income, subsidised leisure activities;
change of role for German women which some resented; some groups did not
do well – Jews, gypsies, political enemies of the state; opening of
concentration camp at Dachau; loss of personal freedom; fear of the SS and
Gestapo.
GCSE MS - Paper 07 - German (Summer 2007)/AOB
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 08: CHINA UNDER MAO ZE DONG, 1949-1976
FINALISED 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 attempts to increase
industrial production during the Great Leap Forward.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture. (1)
E.g.: Source A shows lots of people and lots of furnaces; making large
amounts of iron.
LEVEL 2
Reasonable use of source with some background OR uses only the source
well OR provides accurate background only.
(2)
Places source in its historical context AND provides some background
detail.
(3)
E.g.: Source A shows the smelting of iron ore in crude backyard furnaces;
"Backyard Steel" campaign; attempt to make every village produce its own
steel.
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
causes of famine in China during the early 1960s.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only. (1/2)
E.g.: ending of private farming; discouraged peasants from producing too
much food.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
Good background knowledge ONLY award 3 marks.
Needs explanation AND background knowledge for 4 marks.
E.g.: farmers lost the incentive to produce any surplus; the reporting of
false/inflated production yields; ideas of Lysenko proved worthless; disastrous
policies such as pest control of sparrows/wild birds; bad weather;
concentration upon steel production.
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 Great
Leap Forward?
[5]
LEVEL 1
Generalised answer; paraphrases content of source.
(1/2)
E.g.: Source C is because it tells us that the people had been working hard at
Dazhai; the project is progressing very fast; they have pride in what they have
done.
LEVEL 2
Considers usefulness of the source in terms of its content OR deals with
some aspects of content copies / paraphrases source.
Accurate answers based on own knowledge ONLY go in here.
(3)
E.g.: Source C is useful because it illustrates the success of Dazhai commune;
its people have terraced the steep slopes; they are very proud of their
achievement.
Deals with content of source well and considers origin of source.
(4)
E.g.: Source C, written at the time, shows a successful project of the Great
Leap Forward; it is the view of a foreigner – an Australian lecturer.
LEVEL 3:
Gives a reasoned evaluation, considering usefulness in terms of content,
origin and purpose of source.
(5)
E.g.: Source C written at the time by a foreigner; he was taken to Dazhai by
the authorities; they wanted to show it off; it suggests that the Great Leap
Forward was going ahead very 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 the Great Leap Forward was a failure.
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; token two-sided answers
go in here.
(1/2)
E.g.: source D is a valid view as it says that the Great Leap Forward was a
failure.
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 reasonable one sided answer with more contextual support
OR A limited two sided answer with some contextual support.
E.g.: the Great Leap Forward was a failure, the Chinese people did not have the
expertise to make the plan work; hints that Source C shows it was a success.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one-sided answer with good contextual support and
reference made to 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.: the steel produced in Source A was useless; the collectivisation in Source B
contributed towards the famine; Source C counters this view by showing success
at Dazhai with the Chinese people being successful in terracing the steep slopes
to grow rice.
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 historians; who have reached a balanced viewpoint that the Great
Leap Forward was ultimately a failure; it is the view of somebody who has
researched the topic and who now knows Dazhai was not the success the
authorities claimed it was.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
Who is the Dalai Lama?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: a religious man; type of monk.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: Buddhist leader of Tibet; seen as a God by Tibetans; owner of all the
land; forced to flee Tibet after the Communist takeover.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why China gave its support to North Korea in the early 1950s. [4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: wanted to help North Korea; shared a border with North Korea; worried
by events in North Korea.
LEVEL 2
More detailed and accurate explanation with one reason well explained. (3)
Explains more than one reason well.
(4)
E.g.: concerned by US/UN actions in South Korea; part of the Cold War
scenario; did not want North Korea to fall to the capitalists; fear of invasion
of China itself.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How successful was China in its dealings with India?
LEVEL 1
Generalised answer, making few relevant points.
E.g.: they quarrelled; two countries did not like each other.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: came into conflict with India over China's treatment of Tibet; Dalai
Lama and Tibetan refugees fled to India following 1958 rebellion; conflict
over the building of the Aksayquin highway.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
E.g.: fighting broke out in 1962 along eastern and western borders; Indian
troops quickly beaten; relations remained tense; China refused to bow to
India's requests to leave Tibet.
4
[5]
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe China's involvement in the Vietnam War.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: she took part; played a part; supported the communists.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: she supported communist North Vietnam; supplied them with weapons
and trained their soldiers; determined to stop North Vietnam falling to the
capitalists.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the Sino-Soviet split occurred.
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: two countries fell out; change of leaders; Mao feared the USSR.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: growing differences over their interpretation of communism; change of
Russian leadership; Khrushchev and 'Peaceful Co-existence'; Mao's growing
suspicion of Russian motives; border clashes; withdrawal of Russian aid.
5
[4]
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two-sided response. This is required to reach Level 3.
Question:
Did China have better relations with the USSR rather than with the USA
during the period 1949-1976? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: yes as both were communist; had more in common with the USSR; USSR
helped 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.: yes to begin with China worked closely with the USSR; Mao's friendship
with Stalin; heavy reliance upon USSR during the early 1950s; but then things
changed with Sino-Soviet split; Mao v Khrushchev; limited friendship with the
USA during the 1950s and 1960s; clashes over Korea and Vietnam.
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.: switch in China's policy following Sino-Soviet split; attempt to become
independent during mid-late 1960s but increasing develops a friendship with USA
in the early 1970s; Nixon's visit to China 1972; reversal of friendships between
1949-1976.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the 'capitalist road'?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: capitalist policies.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: policies of the moderates; the ideas of Liu Shaoqi and Deng Xiaoping
which Mao claimed would take China along a 'capitalist road'.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why Mao introduced the Cultural Revolution.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: to spread communist ideas; to make people read the Little Red Book.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(3)
Explains more than one reason well.
(4)
E.g.: he was worried about the future of communism; he thought many Party
officials had become too conservative and against change; wanted to educate
the young in communist doctrine to turn China back to the 'Socialist road'; to
boost his own support.
[4]
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How successful was Mao in encouraging young people to take part in the
Cultural Revolution?
[5]
LEVEL 1
Generalised answer, making few relevant points.
E.g.: many became Red Guards; most were willing to work for Mao.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: many became fanatical followers of the 'Little Red Book' and toured the
country spreading Mao's doctrine.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question
(5)
E.g.: some became over zealous and fanatical, carrying out atrocities and
taking the law into their own hands.
7
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the 'Four Olds'.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: attack on the past; attack upon the old China.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: attempt to rid the new China of relics from the past; the Four Olds –
ideas, culture, customs and habits.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why Mao ended the Cultural Revolution.
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: they seemed to be out of control.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: excesses of Red Guards; threat of civil war between rival Red Guard
factions; economic disruption; threat of economic and social collapse.
8
[4]
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two-sided response. This is required to reach Level 3.
Question:
Did all Chinese people benefit from the Cultural Revolution: Explain
your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: some did, some did not; young had a good time; many older Chinese suffered.
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.: positives: young people benefited; toured the countryside spreading
Maoist doctrine; negatives: many suffered under the Red Guards; destruction
of Chinese culture and tradition.
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.: mixed results – educated a new breed of Chinese in communist doctrine;
it reinforced Maoist doctrine; made Mao more popular; development of cult
image; economic life of country affected in negative way – fall in industrial
and agricultural production; young missed out on education; many arrests
and killings.
GCSE MS-Paper 08 - China (Summer 2007)/AOB
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 09 – SOUTH AFRICA, 1960-1994
FINALISED 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 main features of
the Bantu Education Act.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture.
(1)
E.g.: to give black South Africans a separate education; not as good as the
education for whites; to keep the black population poor.
LEVEL 2
Reasonable use of source with some background OR uses only the source
well OR provides accurate background only.
(2)
Places source in its historical context AND provides some background
detail.
(3)
E.g.: designed to provide an inferior education; (1953); just enough education
to get jobs in factories; taught in their mother tongues; secondary schools
built in homelands to keep black people out of white areas.
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 Group Areas Act.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
E.g.: to take away the rights of black people to own property; to carry out
slum-clearance; town-planning; to achieve relocation.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
Good background knowledge ONLY award 3 marks.
Needs explanation AND background knowledge for 4 marks.
E.g.: part of the process of apartheid; designed to make people of different
races live in different places; to move the black people out of white areas; to
create white only living areas..
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
for the introduction of separate development? 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 says it was designed to secure the happiness, security and
stability of all groups; to seek justice for all.
LEVEL 2
Considers usefulness of the source in terms of its content OR
Deals with some aspects of content copies / paraphrases source OR
Accurate answers based on own knowledge ONLY.
(3)
E.g.: Source C is useful because it suggests that separate development was
designed to be fair to both the Bantu and the whites; it would secure a stable
and secure system; it would protect the language.
Deals with content of source well and considers origin of source
(4)
E.g.: Source C, written at the time, by Verwoerd; it is a biased viewpoint; he
says it is a fair and just policy.
LEVEL 3:
Gives a reasoned evaluation, considering usefulness in terms of content,
origin and purpose of source.
(5)
E.g.: Source C is the viewpoint of Verwoerd, the architect of apartheid; he
represents the viewpoint of the whites and you would expect him to say that
separate development was fair.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation/
representation.
Question:
In Source D the authors is saying that apartheid was an unfair system
used by the South African government.
[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; token one-sided
answers go in here.
(1/2)
E.g.: Source D says that apartheid was an unfair system and it was.
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 reasonable one sided answer with more contextual support
OR A limited two sided answer with some contextual support.
E.g.: it was designed to keep the white minority in power and to keep the black
population under control; the Bantu Education Act and the Group Areas Act
helped to do this.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one-sided answer with good contextual support and
reference made to 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.: laws such as the Bantu Education act 1953 (Source A) and Group Areas
Act 1950 (Source B) were introduced to impose apartheid; the white
leadership (Source C) did not see the apartheid laws as being unfair;
Verwoerd saw separate development as being a just and fair system.
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.: Sources A and B highlight the unfairness of the system; Source C
counters this view but it is a very biased statement; Source D is the view of a
modern historian who has researched the topic and is writing with the benefit
of hindsight; she is able to take a detached, informed overview.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the Rivonia Trial?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: black South African men put on trial; given harsh punishment.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: the arrest of the leaders of the MK; government held a show trial at
Rivonia (1964); eight men charged with treason (inc. Mandela); given life
imprisonment and sent to Robben Island.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why Steve Biko was arrested.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: He spoke out against apartheid; he demanded change; he was a popular
leader.
LEVEL 2
More detailed and accurate explanation with one reason well explained. (3)
Explains more than one reason well.
(4)
E.g.: his leadership of SASO caused concern for the authorities; his work for
Black Consciousness Convention; very popular speaker; 1976 Soweto students
inspired by Biko's ideas; 1977 Biko arrested.
[4]
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important were the protests against the Pass Laws at Sharpeville?[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: many black protestors killed; police opened fire on crowd.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: peaceful protest turned to violence; police opened fire; 69 killed, 186
wounded; seen as a massacre; authorities took harsh action.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
E.g.: the massacre brought the apartheid laws to the world's attention;
condemned by the international community; led to the banning of the ANC &
PAC; state of emergency declared; 18,000 detained; forced ANC & AC
underground and to change tactics – to use violence.
4
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the acts of civil disobedience organised by the ANC.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: speaking out against apartheid; protesting.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: peaceful protests such as marches and demonstrations; walking through
'forbidden areas' without their passes; the 'Freedom Charter'.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why unrest broke out at Soweto in 1976.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: police opened fire on a group of protestors; bad relations between police
and protestors.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: background of rising tension following educational reforms forcing the
teaching of Afrikaans; student protest in June 1976; eruption of violence
followed; over half of the population was under 20 years of age; the effects of
Black Consciousness and Steve Biko.
5
[4]
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
The question is worded in such a way as to invite the candidate to develop a
reasoned two-sided response. This is required to reach Level 3.
Question:
Were black South Africans united in their opposition to apartheid?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: yes they all wanted to end apartheid; they all criticised the government.
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.: some disagreement over methods – PAC formed due to non-violent
attitude of ANC; both groups switched to using violence after Sharpeville;
black church leaders used more peaceful methods.
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.: they all had a common aim to end apartheid but their methods differed
and changed over time; ANC originally non-violent; formation of breakaway
PAC (1959) by Robert Sobukwe; creation of militant wings after Sharpeville –
MK & Poqo; Biko and Black Consciousness movement; black church leaders
used peaceful protest.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What is Inkatha?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: a black organisation.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: a Zulu organisation; a political organisation for Zulus; led by chief
Mangosutha Buthelezi.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why P.W. Botha introduced changes to the apartheid system. [4]
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: he needed to; he faced many problems; to stay in power.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(3)
Explains more than one reason well.
(4)
E.g.: economic problems – depression, foreign investment withdrawn, boycotts
imposed, rising unemployment; increased guerrilla attacks; he realised the
need for change.
(1/2)
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was the general election of 1994?
[5]
LEVEL 1
Generalised answer, making few relevant points
E.g.: very important; it changed the government.
(1/2)
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: South Africa's first elections based on universal suffrage; brought
change of government; ANC won 62% of vote, Nationalists 20%, Inkatha
10%; Mandela became President.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
E.g.: a landmark in country's history; South Africa's first free election; end of
White rule; South Africa's first black leader is Mandela.
7
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe how South Africa was accepted back into the international
community in the early 1990s.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: countries started dealing with South Africa again.
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: sanctions lifted in October 1993; sporting and cultural links resumed;
international trade recommenced.
(1)
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how black church leaders opposed apartheid.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
E.g.: they spoke out against apartheid; they gave critical speeches; they
campaigned for change.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
E.g.: important in influencing public opinion; status figures who carried
weight; Boesak demanded the release of Mandela and was imprisoned; Tutu
became first black Archbishop of Cape Town; he was very critical of
apartheid; he called for tough sanctions.
8
[4]
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two-sided response. This is required to reach Level 3.
Question:
Were economic problems the main reason why apartheid was ended?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: yes, because South Africa's economy was doing badly.
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.: South Africa was facing growing economic problems during the 1980s –
rising unemployment, sanctions were biting, lack of international trade; BUT
other factors helped to bring change such as De Klerk.
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 economic hardships are discussed and weighed against other factors
– the realisation from De Klerk that change was needed; power-sharing;
pressure from events outside South Africa; release of Mandela.
GCSE MS - Paper 09 - South Africa (Summer 2007)/AOB
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 10: THE AMERICAN WEST, 1865-1895
FINALISED 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 why Billy the Kid
became well-known.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture.
E.g.: Source A shows he shot people; was a violent person; a criminal.
LEVEL 2
Reasonable use of source with some background OR uses only the source
well OR provides accurate background only.
(2)
(1)
Places source in its historical context AND provides some background detail.
(3)
E.g.: He was a legend of the 'Wild West'; led a life of crime; at 18 shot and
killed a blacksmith; escaped prison and became a hired gun in Lincoln
County; legend has it he killed 21 men by the time he was 21; hunted down by
Pat Garrett; stories of his activities re-told in 'dime' novels; newspaper
reports.
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
it was difficult to enforce law and order in the American West.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only. (1/2)
E.g.: A vast area; transport slow; new towns sprang up quickly; people had
guns.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
Good background knowledge ONLY award 3 marks.
Needs explanation AND background knowledge for 4 marks.
E.g.: Geographical factors; vast area to patrol; not enough law officers;
economic factors: conflict between groups cowboys v. townspeople,
homesteaders v. ranchers; values and attitudes: primitive code of honour;
carry a gun to protect life and property.
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
enforcement of law and order in the American West? 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 shows that Earp was a good marshal; he
was brave and was the right man in the right place.
LEVEL 2
Considers usefulness of the source in terms of its content OR
Deals with some aspects of content copies / paraphrases source OR
Accurate answers based on own knowledge ONLY
(3)
E.g.: Source C is useful because it shows that as marshal of Dodge City Earp
was respected by the townspeople who thought he was doing a good job; he
was brave and good at his job.
Deals with content of source well and considers origin of source.
(4)
E.g.: Source C shows Dodge City had a bad reputation for lawlessness; this is
the view of the people of Dodge City who like Earp.
LEVEL 3:
Gives a reasoned evaluation, considering usefulness in terms of content,
origin and purpose of source.
(5)
E.g.: Earp had helped to restore law and order to Dodge City; he was firm
and consistent; letter has to be treated with care; would expect people to say
good things about Earp; they thought his methods OK; they did not think he
should be put on trial.
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 attempts to enforce law
and order in the American West were failing.
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; token one-sided
answers go in here.
(1/2)
E.g.: Source D says that the West was in chaos; it was under the rule of thugs
and gangs; there was a lot of shooting and violence.
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 reasonable one sided answer with more contextual support
OR A limited two sided answer with some contextual support.
E.g.: The area was vast and was difficult to police (Source B); were lots of
potential flashpoints (Source B) and the Johnson County War was one such
incident.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one-sided answer with good contextual support and
reference made to 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.: The actions of individuals (Source A) made it sound worse than it was;
BUT there were some success stories (Source C); Earp restored order to
Dodge City; it represents the view of modern historians.
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 nature of the environment and the attitude of the people made for an
unstable situation; vigilantes took the law into their own hands; many of the
stories attached to Billy the Kid have been exaggerated; it is part of the myth
of the 'Wild West'; it is the considered view of modern historians and confirms
that there was lawlessness but it was probably not as bad as was made out.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge
Question:
What are the Great Plains?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: land the Plains Indians lived on; flat land.
(1)
LEVEL 2
A more detailed and accurate description
(2)
E.g.: Heartland of North America; huge area of gently rolling grassland; the
expanse of the Prairie; the 'Great American Desert'.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues
Question:
Explain why the Plains Indians lived in tepees.
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: It was their traditional home; it was best for them.
LEVEL 2
More detailed and accurate explanation with one reason well explained. (3)
Explains more than one reason well.
(4)
E.g.: A mobile home; could be taken down and moved quickly and easily; best
suited their nomadic lifestyle; they had to move to follow the buffalo herds; it
was made from easily available resources - skins, larch poles.
[4]
(1/2)
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was the horse to the Plains Indians?
LEVEL 1
Generalised answer, making few relevant points.
E.g.: They used them a great deal; used them to ride and to hunt.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: Important status symbols; signs of wealth; enabled them to hunt the
buffalo; means of transport; pull the travois.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question
(5)
E.g.: Essential to everyday life, both transport and hunting; highly prized animals;
they would go to war to capture horses.
4
[5]
(1/2)
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the role of the chief in Indian society.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: The leader of a group of Indians.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: The leader of a band; attended the tribal council to represent the band;
governed a band with help of a Council of Elders and Dog Soldiers.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how the Plains Indians made contact with the spirit world.
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: By dancing; meditation.
LEVEL 2
More detailed and accurate explanation; explains more than one reason. (3/4)
E.g.: Through dance rituals e.g. buffalo dances, scalp dance, sun dance; with
the help of the medicine man; private meditation.
[4]
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two-sided response. this is required to reach Level 3.
Question:
Was religion the most important feature in the daily lives of the Plains
Indians? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: Yes it dominated their lives; worship and ritual were important to them.
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.: Religion played a central role; they believed they were part of nature's great
circle; they had to respect the land and other living things; it enabled them to
make contact with the spirit world and their ancestors; was part of a ritualistic
lifestyle; other factors were important – family unit, respect for the tribe.
5
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.: Religion was the predominant influence upon daily life; shown by the
importance of rituals such as dances, medicine man, contact with the spirit
world; BUT other things figured predominantly in daily lives, such as respect
for elders, family members, education of youngsters.
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was a rancher?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: A type of farmer. Do not accept 'cowboys'.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
E.g.: A person who owned or managed a ranch; looked after cattle on the
Plains.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the Civil War led to more settlement of the Plains.
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: Ex-soldiers looking for a job.
LEVEL 2
More detailed and accurate explanation with one reason well explained. (3)
Explains more than one reason well.
(4)
E.g.: Ex-soldiers from both sides saw a lack of opportunity when they returned
to their homes; black ex-slaves were persecuted in the South; many
Southerners lost their land following defeat in the Civil War.
6
[4]
(1/2)
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How successful was the government legislation in encouraging settlers
move west?
LEVEL 1
Generalised answer, making few relevant points.
E.g.: Very successful, many moved west.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
E.g.: Offers of free land under Homestead Act (1862), Timber culture Act
(1873), Desert Land Act (1877).
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question
(5)
E.g.: Provided much needed incentives; the acts played a significant part in
encouraging settlement of the Plains; thousands claimed free land; but other
factors also important.
to
[5]
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the Pony Express.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
E.g.: the riding of fast horses; delivers mail.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
E.g.: Started in 1860; young riders rode at fast speed between relay stations
carrying the mail; followed the Oregon and California trails; lasted only two
years.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how new technology and methods helped farming on the Plains. [4]
LEVEL 1
Generalised answer; only one reason given OR description only.
E.g.: Made the job easier.
LEVEL 2
More detailed and accurate explanation; explains more than one reason. (3/4)
E.g.: Invention of barbed wire (1874) allowed fencing of large areas cheaply;
use of wind pumps allowed irrigation and supplied cattle with water.
7
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
Question:
Was the spread of the railroad the main factor in encouraging the
settlement of the Plains? Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support. (1/2)
E.g.: Much easier to travel by train; could move thing easier by train.
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.: Railroad was very important; the drive to build the trans-continental
railway opened up the Plains; communications improved; other factors also
important such as government laws, sense of adventure, desire to escape
existing lifestyle.
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.: Railroad played a key role but it needs to be judged alongside other
factors such as hardships of life on east coast; to escape religious and
political persecution; stories of paradise in the west; offer of free land by the
government.
GCSE MS-Paper 10 - The American West (Summer 2007)/AOB
8
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 165/11 - THE CHANGING ROLE AND STATUS OF WOMEN, c.1900 to the
present day
FINALISED 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 NUWSS.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture.
(1)
Eg: Source A shows that the NUWSS organised a pilgrimage in South Wales and
Monmouth.
LEVEL 2
Reasonable use of source with some background OR uses only the source well
OR provides accurate background only.
(2)
Places source in its historical context AND provides some background detail. (3)
Eg: Source A shows that the NUWSS was law abiding and that their president was
Mrs Millicent Fawcett. They tried to win the vote through peaceful means, like this
rally in South Wales and Monmouth.
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 Suffragette
[4]
movement became more violent.
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
Eg: Women were disappointed that all men were to be given the vote. They were
furious because only an extra clause for women was to be added to the bill.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
Good background knowledge ONLY award 3 marks.
Answer needs explanation and background knowledge for 4 marks.
Eg: The Suffragettes had been campaigning since 1903 to win the vote for women.
Liberal Prime Minister Herbert Asquith was not in favour of women having the vote
and, when this bill for men was introduced in 1911, it was the last straw for the
Suffragettes – they embarked on a very violent campaign in 1912 because they
wanted a separate bill for women only.
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 struggle to
achieve the Sex Discrimination Act?
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 women had to register for war work in 1941
but, as soon as the war was over, they were made redundant. They could not apply
for the jobs that they had done during the war because they were women.
LEVEL 2
Considers usefulness of the source in terms of its content
OR deals with some aspects of content copies / paraphrases attribution
OR accurate answers based on own knowledge ONLY.
(3)
Eg: Source C is useful because it shows how Bella Keyzer fought to get back her job
as a welder in the shipyard. It took her 30 years to achieve this, thanks to the Sex
Discrimination Act. The source was spoken by Bella Keyzer herself, who had suffered
from sex discrimination in her employment.
Deals with content of source well and considers origin of source.
(4)
Eg: Source C, spoken in 1988, is useful because it illustrates an example of sex
discrimination and shows how one woman fought a 30 year struggle to achieve
equality. It shows how long it took to change traditional attitudes to female
employment. The source is part of an interview for a BBC TV series about women in
the C20th.
LEVEL 3:
Gives a reasoned evaluation, considering usefulness in terms of content, origin
and purpose of source.
(5)
Eg: Source C is useful to an historian studying the struggle to achieve the Sex
Discrimination Act because it provides one specific example of discrimination. The
source is first-hand evidence, but Bella Keyzer’s memory of events may be a little
clouded because she had won her case against discrimination 13 years before the
interview for this television series. The source is just one person’s experience; an
historian would have to look at many more views in order to obtain a full picture of
the struggle for the Sex Discrimination Act.
2
Question 1 (d)
Target: (AO ii) Comprehension, analysis and evaluation of an interpretation /representation.
Question:
In Source D the author is suggesting that women only really got their political
rights in the late twentieth century.
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; token two-sided answers go in
here.
(1/2)
Eg: Yes/no – Source D is correct because there are now, in the late C20th, more
women MPs than ever before.
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 reasonable one sided answer with more contextual support OR
A limited two sided answer with some contextual support.
Eg: Source D is correct because 129 women MPs is still a fairly small minority out of
the total number of MPs in Parliament; but women did get the vote earlier in the
century.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one-sided answer with good contextual support and
reference made to 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.
Eg: The interpretation is correct to an extent because the number of women MPs in
Parliament doubled after the 1997 election and the appointment of Betty Boothroyd
as Speaker of the House of Commons supports the view that women are now gaining
their political rights. Currently, there are some women in the Labour Cabinet; this
has been a policy of ‘New Labour’ since the 1997 election. Source C shows that
women began to get their political rights late in the C20th, as the Sex Discrimination
Act was not passed unti 1975. The Equal Pay Act had been passed in 1970, too.
However, Source B shows that, in 1911, women had begun to make an impact
politically and, from my own knowledge, I know that the Suffragists in Source A were
active, too, at the start of the C20th. 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)
Eg: 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
2000. The interpretation should be valid as it was written in a text-book on women in
the C20th. The author may have looked at primary evidence like official figures from
Parliament (Hansard) or secondary evidence such as a history of women in the
C20th. Compared with the beginning of the C20th, women are now gaining their
political rights and valuable acts have been passed by parliament supporting the role
and status of women. However, without the efforts of the Suffragists and the
Suffragettes at the start of the C20th, women may have made even slower progress in
gaining political rights. Women MPs should number about 330 (half the total in
parliament) rather than 120; this shows that the struggle for women’s rights is not
over.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the traditional role of women before 1914?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: Women were housewives; they cleaned and looked after the home.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: Women’s traditional role was housework – cleaning, washing, ironing and
cooking – and child-rearing. It was a full-time occupation for many women.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how many women managed during the Depression of the 1930s.
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: The scrimped and saved; they ‘made ends meet’.
LEVEL 2
More detailed and accurate explanation with one reason explained well.
[4]
(1/2)
(3)
Explains more than one reason well.
(4)
Eg: Women in the Depression had to keep the family together and to keep up the
morale and the health of the father, in the event of him obtaining much-needed work.
The mother would have to make the means-tested dole money go as far as possible:
she would buy cheap cuts of meat and make nourishing meals; clothes would be
handed down from child to child, or from family to family; she would supplement her
meagre income by taking in washing or sewing.
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important for women has the reduction in the size of families been since
1945?
[5]
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
Eg: There has been less of a burden for women, better health and more spare time.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
Eg: Birth control is an important and controversial issue. Marie Stopes’ Married
Love (1918) had won support for the use of contraception by married couples; she
argued for the careful spacing of pregnancies which would be beneficial for the
health of both mother and child. In the face of much opposition, Stopes opened her
first birth-control clinic in London in 1921. In the 1930s, local authorities were
allowed to provide information about contraception. In 1967, the Legal Abortion Act
allowed abortion in certain circumstances. Reduction in family sizes had helped to
improve the health of mother and child and had given parents more choice.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: The reduction in family size was important because views about women in
employment began to change. In 1952, the Ministry of Labour argued that employers
should employ people who were able and willing to work whatever their age,
including married women. By the 1960s, the pill had given women an added freedom
of choice, so that more women are now delaying having their first child until they are
in their 30s, so that they can have a career as well as a family.
4
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe some improvements in the standard of housing since 1960.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: Houses have become warmer because of central heating.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: Ever since the Second World War, new government housing standards have
gradually led to improvement. Houses have bathrooms and inside toilets; there is hot
and cold running water and improved sanitation; houses are well ventilated and
healthier.
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why the development of labour-saving devices has helped women at
home.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
Eg: Vacuum-cleaners and washing machines have given women more time to
themselves.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: Labour-saving devices like vacuum-cleaners, washing machines, fridges and
dishwashers have enabled women to have more time at home, which they can use to
spend more time with the children, developing their own interests, or by pursuing a
career.
5
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Have changes in home and family life always improved from 1900 to the present
day?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support.
(1/2)
Eg: Yes/no – there has been a steady improvement since 1900/changes have not
always led to improvement.
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: Women’s role at home has gradually evolved from traditional home-maker
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.
Eg: Changes 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. Changes have not always improved the role and status of
women.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was the Women’s Liberation movement?
(2)
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: It was a movement to gain more freedom/equality for women.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: Women’s Liberation was a movement that united women in their demand for
equal pay and equal opportunities; it led women to demonstrate in favour of women’s
rights and other important issues that affect society.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how women in Edwardian ‘High Society’ spent their leisure time.
LEVEL 1
Generalised answer; only one reason given OR description only.
(1/2)
Eg: They took part in activities arranged by the upper classes - tennis, boating, going
to the races.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: Women in Edwardian ‘High Society’ were well off; leisure time to them was a
fact of life and they had the money to enjoy themselves. They spent much of their
wealth on entertaining, eating, clothes, holidays, hunting, horses and motor cars.
They were great travellers, visiting resorts like Hove or Torquay in England, or
Monte Carlo or Biarritz on the Continent.
[4]
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important was the growth of the cinema in the first half of the twentieth
century in changing women’s fashions and lifestyles?
[5]
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
Eg: The cinema was very popular and had a big impact on women’s fashions and
lifestyles.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
Eg: People attended the cinema regularly during the first half of the C20th; it was a
powerful medium of influence on people. Women would have been influenced by
screen heroines like Mae West and Greta Garbo to follow their fashions, or to aim to
achieve their lifestyles.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: The growth of the cinema was important because it showed that women could
achieve an independent lifestyle and develop a style of their own, like the role models
that they saw on the cinema screen. The cinema may also have helped to counter the
anti-feminist trend that had occurred after the First World War.
7
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe some of the increased opportunities in secondary and higher education
for girls since 1945.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: Girls had free access to secondary education.
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: Because of the 1944 Education Act, girls could attend a variety of secondary
schools – grammar, modern or technical. From grammar school, they could proceed
to higher education and take up a professional job; from a secondary modern school,
they could leave at age 15 and enter a variety of employment. With the creation of
comprehensive schools, girls had equal access to educational opportunities.
(1)
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why there have been changes in family patterns since the 1960s.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: Since the 1960s, the pill has enabled a restriction in the size of families.
(1/2)
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: Methods of contraception have enabled family patterns to be controlled, but
there has also been a change in the attitude of society, recognising that there can be
single-parent families as well as the traditional two-parent families. Marriage is far
less popular than it used to be. As divorce has become more common, there are more
families where children from more than one marriage live together and, as more
family members have become more scattered, living in areas far away from the birth
home, families have changed from tight-knit units to those which are more spread
out.
8
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Has there been a complete change in the position of women in society from 1900
to the present day?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support.
(1/2)
Eg: Yes/no – there has been a complete change and women have made great
progress/some men still expect women to fulfil traditional roles.
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 position of women in society has changed through the example of the
‘flappers’ in the 1920s, the images of women presented in the cinema in the 1930s,
through increased opportunities in education and to the impact of the Women’s
Liberation movement since the 1960s. However, in some respects, traditional views
with regard to women in society are still held.
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: Attitudes to women have evolved since 1900, so that there has been great change
in the position of women in society, but this has been a slow process. Increased
access to secondary and higher education has enabled some determined women to
reach influential positions and to change the position of women in society; some
determined women in the Women’s Liberation movement also contributed to this
process. However, in many respects, divorce and single parenthood mean that women
still have to fill their traditional roles in society.
GCSE MS - Paper 11 - The Changing Role and Status of Women (Summer 2007)/ED
04/09/2007
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN-DEPTH
PAPER 165/13 – SPORT, LEISURE AND TOURISM, c.1900 to the present day
FINALISED 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 FA Cup Final before 1914.
[3]
LEVEL 1
Generalised answer, usually paraphrasing source or describing picture.
Eg: Source A shows a crowd of 120,000 at Crystal Palace.
LEVEL 2
Reasonable use of source with some background OR uses only the source well
OR provides accurate background only.
(2)
(1)
Places source in its historical context AND provides some background detail. (3)
Eg: The source shows that there was a record crowd, mostly standing, so that many
supporters could not see the game. There was a craze at this time to watch such
matches, with employers complaining that men were taking too much time off work to
watch football. The match was played at Crystal Palace because Wembley stadium
was not yet built (1923). Result: Aston Villa 1- 0 Sunderland!
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
Olympic Games became more popular from the1920s.
[4]
LEVEL 1
Generalised answer; copies or paraphrases; uses content of source only.
(1/2)
Eg: The Olympic Games had more nations taking part – 29 in 1920 and 44 in 1924.
The Olympic flag and oath and extra facilities were introduced.
LEVEL 2
Clear explanation of the content with an attempt to provide some context.
(3/4)
For good background knowledge ONLY award 3 marks.
Answer needs explanation and background knowledge for 4 marks.
Eg: The Games became more popular because there were better facilities for
competitors and because they were better organised. Nations could achieve prestige
through their athletes achieving highly and radio and, later, television coverage
made the Games into a very popular event.
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 change to
professionalism in all sports in the late twentieth century?
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 after 100 years, it was decided to get rid of
amateur regulations in rugby in favour of professionalism.
LEVEL 2
Considers usefulness of the source in terms of its content OR
deals with some aspects of content copies / paraphrases attribution OR
accurate answers based on own knowledge ONLY.
(3)
Eg: Source C is useful because it says that 100 years after the split which divided
rugby into league and union, the International Board decided to abandon amateur
rules and to allow players to be paid. The report was written by a sports writer for
The Guardian newspaper.
Deals with content of source well and considers origin of source.
(4)
Eg: Source C, written at the time, shows how the governing body of rugby union – the
International Board – had had long discussions before deciding to abandon amateur
status in rugby union. It shows that the decision was hurried, because many unions
could not afford to pay for professionalism. The source is primary evidence, written
in a respectable newspaper, by someone who was a specialist sports reporter.
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 in a respectable broadsheet newspaper, was
intended to inform the public readership about the momentous change affecting rugby
union. The source should be useful to an historian studying the change to
professionalism, as it is informative and has no reason to be biased, but broader
evidence would also be required by an historian, to show how other sports have
changed to professional status, too, in the late C20th.
2
Question 1 (d)
Target:
(AO ii) Comprehension, analysis and evaluation of an interpretation / representation.
Question:
In Source D the author is saying that commercial sponsorship has been the main
change in modern British sport since 1945.
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; token two-sided answers go
here.
(1/2)
Eg: Source D is correct in its interpretation; commercial sponsorship brings in lots of
money.
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 reasonable one sided answer with more contextual support OR
A limited two sided answer with some contextual support.
Eg: The view is correct: commercial sponsorship has been an increasingly important
force in British sport since 1945, bringing about much change; but there are other
changes like professionalism.
LEVEL 3
Apply the following here:
(5/6)
For 5 marks: A strong one sided answer with some contextual support and
reference made to 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.
Eg: The interpretation supports the view held by many that commercial sponsorship
has become ever stronger in British sport. With increasing spare time and more
money becoming available to people since 1945 and with the development of
television, businesses have seen that they can gain effective advertising from
sponsoring a sports team. Companies now pay huge sums of money to link their
products with ‘winners’ like Tiger Woods and David Beckham, or with teams like
Manchester United. However, the interpretation does not take into account the fact
that the football stadium in Source A is very different to today’s examples, and that
countries are keen to host the Olympic Games, as shown in Source B, because of the
prestige it brings to their countries via television coverage. These have been
important changes, too.
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
specialist historian, who has studied the developments in sport in detail. The author
may have looked at primary evidence like the records of the Football Association, or
at secondary evidence similar to Martin Johnes’s History of Sport in Wales. It is
valid to claim that commercial sponsorship has been a main change in British sport
since 1945, as businesses have jumped on the ever- increasing popularity of sport in
order to advertise their products. However, the interpretation does not take into
account the fact that payment, and a move to professionalism, as shown in Source C,
have been driving forces, too.
3
SECTION B
Question 2(a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What was a music hall?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: It was a form of popular entertainment.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: A music hall was very popular with working people. Here the audience would
laugh and sing along with popular entertainers like Marie Lloyd and Harry Lauder.
Question 2(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain the popularity of the silent cinema up to the 1920s.
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: It was a new form of entertainment that appealed to masses of people.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(3)
Explains more than one reason well.
(4)
Eg: The silent cinema was the first of the mass media. In the early years of the C20th,
silent films were a novelty shown in music halls and at fairs. William Haggar showed
films around South and West Wales in travelling tents called ‘bioscopes’. This was an
affordable form of entertainment for working people. Purpose-built cinemas were
constructed from 1907, with the first one in Wales being the Carlton cinema in
Swansea in 1914. These ‘Picture Palaces’ continued to offer affordable
entertainment, sometimes called the ‘poor man’s theatre’ where working people
could watch dramatic serials like The Perils of Pauline as well as the comedy films of
Charlie Chaplin.
[4]
(1/2)
Question 2(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important for popular entertainment was the development of radio from
the 1920s to the 1940s?
[5]
LEVEL 1
Generalised answer, making few relevant points.
(1/2)
Eg: People could listen to a variety of programmes – dramas, music and news.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
Eg: Radio was important because it offered people a variety of entertainment and
information. The BBC was set up in 1922 but ‘wireless sets’ were too expensive for
many people at first. Mass production methods made radio more affordable from the
1930s so that, from 1935, half the population of Wales had radio licences and, from
1937, BBC was broadcasting from Cardiff. During the Second World War, radio was
used to broadcast to the nation.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: Radio was important because it was a mass medium which afforded people an
increasing amount of information and entertainment in their own homes – drama,
sport, light entertainment, religion, interviews and discussion. During the war years,
it played a very important role in helping to keep up the morale of the British public.
4
Question 2(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe the developments in use of the internet as popular entertainment.
LEVEL 1
Generalised answer with a weak or implied point made.
(1)
Eg: Many people can now afford to own a computer, giving them access to the
internet and the popular entertainment that it can provide.
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: The internet is continually adapting to consumers’ needs and provides an everchanging variety of popular entertainment – downloading music, gaming on-line,
plating games, chat rooms, watching videos, etc.
[3]
Question 2(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why television has become such a popular medium of mass
entertainment.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: People can be entertained in their own homes, at reasonable cost.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: Television is a very powerful medium and an excellent way of providing
entertainment. Its influence has grown enormously since the 1950s – the televising of
the Queen’s Coronation in 1953 was a breakthrough. Increasingly, television has
become more affordable and, when colour became more widely available from the
1970s, it became more attractive. The 1980s and 1990s were decades of increasing
choice in television, with breakfast television and new TV channels. Channel 4/S4C
(1982) provided programmes for minorities and groups with special interests.
Satellite and cable networks developed and offered more choices of viewing, at a
cost. Further choice was provided with Channel 5 in 1997. These developments mean
that people have access to an ever increasing range of programmes, to suit all ages.
5
(1/2)
Question 2(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Has cinema 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)
Eg: Yes/no – cinema has been a continuous form of mass entertainment since
1900/television is more popular than cinema.
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: Cinema was ‘invented’ at the end of the C19th. It started as silent cinema and,
from 1927, the ‘talkies’ developed, making the following decades – 1930s to 1950s into the ‘Golden Age’ for cinema. Although there was a decline in cinema attendance
in the 1960s and many cinemas closed down in the 1970s and 1980s, there has been a
revival in cinema attendances since the 1990s, as film companies have produced
blockbuster films and as cinemas themselves have transformed into multiplex units,
showing wide-screen films with special effects. However, ever since the 1950s,
television has posed a huge threat to cinema and the huge choice now offered by
television has contributed to the closure of many cinemas, thus diminishing its
popularity as a medium of mass entertainment.
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: Cinema has been the most important development in mass entertainment from
1900 to the present day, because it has lasted so long. However, for the last 40 years,
it may be claimed that television has taken over. A claim for radio being a very
important development in mass entertainment may also be made, as its contribution
has lasted since 1922 and has led to a variety of affordable entertainment, including
pop music.
6
Question 3 (a) (i)
Target:
(AO i) Recall and deployment of historical knowledge.
Question:
What is a theme park?
[2]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: A place with rides and other forms of entertainment.
(1)
LEVEL 2
A more detailed and accurate description.
(2)
Eg: A theme park is an entertainment park built around a particular subject or idea.
Like Alton Towers or Oakwood, theme parks compete with one another by adding
more quality, excitement and originality to their rides. It is a tourist attraction.
Question 3(a) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain why British seaside resorts were popular in the first half of the twentieth
century.
[4]
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: They were accessible and affordable for a day out.
LEVEL 2
More detailed and accurate explanation with one reason well explained.
(3)
Explains more than one reason well.
(4)
Eg: British seaside resorts were popular in the first half of the C20th because they
gave people the opportunity to get away from the regime of everyday life. They gave
people the opportunity to have fresh air and to enjoy traditional holiday
entertainment like punch and judy and those entertainments associated with seaside
piers. Resorts were accessible to places of dense population, so that in South Wales,
miners’ fortnight saw many workers and their families visiting Barry and Porthcawl
and, in the north of England, ‘Wakes week’ saw similar moves to seaside resorts like
Blackpool by workers from the mill towns.
(1/2)
Question 3(a) (iii)
Target:
(AO i) Analysis and explanation of key events and issues.
Question:
How important for British holiday makers was the introduction of Butlin’s
holiday camps from the late 1930s?
[5]
LEVEL 1
Generalised answer, making few relevant points.
Eg: Lots of people could afford a week’s holiday.
LEVEL 2
More detailed and accurate explanation, with an attempt at analysis /
judgement, not fully sustained.
(3/4)
Eg: Billy Butlin started his first holiday camp at Skegness in 1936. It was a new type
of holiday, costing as little as £2-50 per person, including all meals. Butlin’s slogan
was ‘A week’s holiday for a week’s pay’, which meant that working people could
now afford a holiday. The camps were very popular because they were more relaxed
than many boarding houses and because they organised games and competitions.
LEVEL 3
Detailed and accurate explanation which provides a reasoned judgement /
evaluation; the answer addresses the thrust of the question.
(5)
Eg: Butlin’s holiday camps were important because they made family holidays
affordable; they took advantage of holidays with pay, introduced in the 1930s; and
they led to rival camps being set up, notably Pontin’s.
7
(1/2)
Question 3(b) (i)
Target:
(AO i) Recall and description of key events and issues.
Question:
Describe package holidays.
[3]
LEVEL 1
Generalised answer with a weak or implied point made.
Eg: They include the whole package – travel and food.
(1)
LEVEL 2
A more detailed and accurate description.
(2/3)
Eg: Package holidays were introduced by travel agents from the late 1960s. Such
holidays include both the air fare and the accommodation. This means that
holidaymakers can fly from their regional airport, like Cardiff, for example, and can
be transported from the holiday airport to their chosen resort, where meals may be
taken on a B & B or a half-board basis.
Question 3(b) (ii)
Target:
(AO i) Explanation of key events and issues.
Question:
Explain how mass car ownership from the 1960s has affected British tourism. [4]
LEVEL 1
Generalised answer; only one reason given OR description only.
Eg: It has meant that people can go on day trips or even tour abroad.
LEVEL 2
More detailed and accurate explanation; explains more than one reason.
(3/4)
Eg: Mass car ownership has altered the pattern of British holidays: because more
people have been able to afford cars since the 1960s, more day trips have been taken,
so that hotels which used to offer week-long holidays, now have to adjust to the
changed demand. This has had an effect on the traditional British seaside resort.
Cars can enable holidaymakers to tour the British countryside, making use of B & B
accommodation; they can also enable holidaymakers to travel abroad, making use of
cross-Channel ferries.
8
(1/2)
Question 3(c)
Target:
(AO i) Explanation, analysis and evaluation of key events and issues.
This question is worded in such a way as to invite the candidate to develop a
reasoned two sided response. This is required to reach Level 3.
Question:
Has air travel been the most important development in changing holiday
patterns in Britain from 1900 to the present day?
Explain your answer fully.
[7]
LEVEL 1
Generalised answer; simple explanation which offers little support.
(1/2)
Eg: Yes/no – air travel has been the most important development because it has
caused the traditional British holiday resort to go into decline/the British holiday
resort has lasted for as very long time and many have updated their facilities.
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: Air travel has radically changed holiday patterns in Britain. Ever since the
introduction of package holidays in the late 1960s, more and more people have
wanted to holiday abroad, in sunnier climates. Air travel has also introduced longhaul flights, so that people can experience holidays in previously undreamt of
locations. However, air travel has had an impact only since the late 1960s, whereas
other modes of travel have had an impact over a much longer period of time. Railway
travel has enabled people to travel to their chosen destination from 1900 to the
present day and mass car ownership from the 1960s has also been an important
development in changing holiday patterns.
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: Air travel has had a huge effect on holiday patterns in Britain since the 1960s,
and has probably been the most important development in changing holiday patterns
since that time. Associated package holidays have made foreign holidays affordable
so that some people now take holidays twice a year. Although this has had a negative
effect, with many traditional British holiday resorts suffering as a consequence,
British holidays have fought back with the development of theme parks and an
updating of holiday camps. Railway holidays are still offered, however, so that rail
travel has had a longer lasting effect than air travel.
GCSE MS - Paper 13 - Sport, Leisure and Tourism (Summer 2007)/ED
04/09/2007
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
OUTLINE PAPERS
PAPER 165/14 Germany, 1919-1991
FINALISED MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was the Berlin Wall?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: something to do with the division of Germany.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: The wall built by the Soviets, Honecker and the East German authorities
on 13th August 1961 separating East and West Berlin, making it more difficult
to escape to the West and cutting many Berliners off from family and friends.
Question 1(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe Nazi economic policies between 1933 and 1939.
LEVEL 1
Generalised response with a simple single fact or two weak references. (1/2)
E.g.: the Nazis did a lot to improve the German economy by creating lots of jobs.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: answers may include references to initial job creation schemes,
particularly public works, conscription in 1935, the creation of RAD, and the
expulsion of Jews, socialists and communists from public positions.
Candidates may also focus on rearmament, the later emphasis on autarky and
the preparation for war, including the Four Year Plan and 'Guns v Butter.'
1
[4]
Question 1(c)
Target:
Explanation of key events and issues(AO i).
Question:
Explain the reasons for West Germany joining the EEC.
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.
E.g.: either a brief and simplistic description of the EEC or a generalised
assessment of the reasons for West Germany joining e.g. because it wanted to
be stronger.
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.
(4-6)
E.g.: the ECSC had been a huge success with trade for the member countries
increasing by 170%. It was therefore logical to expand its activities and
establish a free trade European zone which would benefit the German
economy. The reasons should also be located in Adenauer's political
programme for a united Europe which would best serve Germany's interests.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why was the Depression of the early 1930s so important for the
development of Germany?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: because it caused a lot of problems for Germany.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(1/2)
(3-5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR a limited attempt to
discuss the key issue.
Award 5 marks for a very good descriptive account OR a reasonable
attempt to discuss the key issue.
E.g.: a valid description of the Depression in Germany with little attempt to
explain its importance. Candidates may focus on descriptions of unemployment
and the collapse of the economy without attempting to analyse why these were
important for the development of Germany.
LEVEL 3
Mostly 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.: detailed analysis of the impact of the Depression on German society and
a clear explanation of the way in which this event contributed to the
development of Germany. The focus should be on the way in which the
Depression contributed very significantly to the collapse of Weimar
democracy and the rise of political polarisation and extremism in Germany,
particularly the success of Nazism. Some candidates may refer to the longerterm significance of the Depression for Nazism in terms of fears of a
resurgence of economic problems and receptivity to the public mood.
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i).
Question:
In what ways did Germany develop and change as a society between 1919
and 1991?
[10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
E.g.: there were lots of political changes in this period from democracy to
dictatorship and back.
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.: candidates may focus on one period only, possibly Nazi Germany, or
provide a poor outline of the development of Germany across the period with
brief references to the scaffold and very little 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.
E.g.: candidates may appreciate the variations in Germany's political and
economic development from democracy to dictatorship and back to democracy
but the coverage of the period is patchy. Alternatively candidates may provide
thorough chronological accounts of the period with references to the political and
economic instability of the Weimar Republic, the totalitarianism and repression of
Nazism, defeat in WW2ending in the division of Germany, West German
developments including the economic miracle, and East German developments,
Ostpolitik and the later policies of Kohl and reunification. There will, however, be
little reference to 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)
E.g.: candidates will provide a good chronological account of Germany's political
and economic development across the period as in Level 3 but in greater depth and
detail. There will be a more direct and clear attempt to point to variations in
political and economic systems including shifts from Weimar democracy to Nazi
dictatorship and the return to democracy in 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 Holocaust?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: something to do with the murder of the Jews.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: Nazi organised mass murder of 6 million European Jews by gassing
and/or brutality in purpose built extermination camps such as Auschwitz run
by the SS.
Question 2(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the post-war economic miracle in West Germany.
LEVEL 1
Generalised response with a simple single fact or two weak references. (1/2)
E.g.: something to do with German economic recovery after the Second World
War.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: the transformation of West Germany from a defeated and devastated
country after 1945 into a prosperous industrial state beginning with the
introduction of the Deutschmark in June 1948. Candidates may refer to the
free market policies of the Economics minister, Ludwig Erhard, the effective
use of Marshall Aid, the emphasis on rebuilding old smokestack industries, the
demand for luxury goods, the building of two million new homes, the reduction
of unemployment, the growth of the car and steel industries, and an increase
in industrial production of 600%
5
[4]
Question 2(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain how German women were affected by Nazi rule.
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.
E.g.: candidates may concentrate on describing Nazi policies on women
without making clear how these affected the position or lives of women in
Germany in this period. Expect references to KKK, the Motherhood Crosses,
the loans awarded to newly married couples and the general emphasis on
domesticity and family.
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.
(4-6)
E.g.: candidates should attempt to explain how women were affected either
positively or negatively by Nazi rule. Candidates may recognise the benefits in
terms of work, rewards and status, as well as the more negative impact of Nazi
rule including restricted opportunities in employment, the banning of birth
control, the forceddivorce of infertile couples, and general confinement to the
home. Answers at thislevel will go beyond the descriptions of Nazi policy
towards women in Level 1 and produce more analytical responses.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why did many Germans increasingly turn against the Weimar Republic
between 1919 and 1933?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: they didn't like democracy.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(1/2)
(3-5)
Award 3 marks for a descriptive response with some support
Award 4 marks for a good descriptive account OR a limited attempt to
discuss the key issue.
Award 5 marks for a very good descriptive account OR a reasonable
attempt to discuss the key issue.
E.g.: candidates may confine themselves to descriptions of the problems of the
Weimar Republic such as Hyperinflation, or the various attempts to overthrow it
particularly in the early period of its existence in the form of the Spartacist, Kapp
and Hitler putsches. Some candidates may focus on the process of political
polarisation and the rise of extremist groups in the later phase of the Republic.
There will be little attempt to explain why many Germans turned against it.
LEVEL 3
Mostly 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.: candidates will focus to an extent on describing the problems of the
Weimar Republic but there will be a more direct attempt to link these to many
groups deserting the Republic. Candidates should focus on the general sense
of political disillusionment born of the political chaos of the Weimar period
and the search for stronger government, the fairly widespread rejection of
parliamentary government, the impact of economic failure on people's
perceptions of Weimar democracy, the desire to remove international
restrictions and the agitation of extremist political groups in the form of
Nazism and Communism.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question:
How did the German people develop as a nation between 1919 and 1991? [10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
E.g.: there were a lot of changes and the German people became much 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.
E.g.: candidates may focus on one group throughout the period, for example
women or Jews. More likely is a poor overview of the period with brief
references to the scaffold and very little 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.
E.g.: candidates may provide lots of differentiation between groups of
Germans but fail to cover the period adequately. Alternatively candidates may
provide a good chronological account of the period focussing on workers in
the 1920's, Jews in the 1930's, the death of millions in WW2, the contrasting
experiences of West and East Germans post division in 1945 and the eventual
euphoria of reunification. There will be little attempt however to differentiate
adequately between the contrasting experiences of the German people.
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.: 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
Germans 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 and so on.
8
Question 3(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was the Warsaw Pact?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: a form of alliance.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: A military alliance of the Soviet Union and its allies including East
Germany set up in 1955 by Khruschev, allowing the Soviet Union to base
troops in all countries belonging to the alliance.
Question 3(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the French occupation of the Ruhr.
LEVEL 1
Generalised response with a simple single fact or two weak references. (1/2)
E.g.: the French occupied a part of Germany.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for 4 marks.
(3-4)
E.g.: candidates may refer to the French occupation of the industrial
heartland of Germany in retaliation for non-payment of Reparations.
Candidates may refer to the brutality of the occupation and the German
response of passive resistance.
[4]
Question 3(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain the reasons for Germany's military successes between 1939 and 1942.
[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.: candidates may describe the succession of German victories between
1939 and 1942 beginning with Poland, extending to Western Europe, Norway,
Denmark, Holland and Belgium, the defeat of France and finally the initially
successful invasion of the Soviet Union in June 1941. There will be little if any
attempt to explain the reasons for these victories.
9
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.
(4-6)
E.g.: candidates will attempt to explain a range of reasons for German
military success in this period including the tactic of Blitzkrieg, the bold
leadership of Hitler, the military preparedness of the German armed forces,
the weakness and divisions of its enemies especially the Anglo-French rift,
France's defensive mentality and the depleted state of the Russian armed
forces in the aftermath of Stalin's purges.
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why did Hitler follow a more aggressive foreign policy during the 1930s?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: He wanted to achieve military conquests.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(1/2)
(3-5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR a limited attempt to
discuss the key issue.
Award 5 marks for a very good descriptive account OR a reasonable
attempt to discuss the key issue.
E.g.: a description of Hitler's foreign policy between 1933 and 1939 with
references to withdrawal from the international disarmament conference,
defiance of Versailles, the introduction of conscription and the rearmament of
Germany, the reoccupation of the Rhineland in 1936, the Rome Berlin Axis of
1936, the Anschluss of 1938, the annexation of the Sudetenland, the
occupation of the rest of Czechoslovakia in the spring of 1939 and the Nazi
Soviet Non Aggression Pact of August 1939. There will be little if any attempt
to explain the reasons for these aggressive foreign policy moves.
LEVEL 3
Mostly 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.: candidates may describe some aspects of Nazi foreign policy but there will
be a more explicit attempt to explain the reasons for Hitler's aggressive foreign
policy in the 1930's including references to a desire for revenge after the defeat
and humiliation of 1918, the concept of pan-Germanism, the desire to create a
Greater Germany, the search for Lebensraum for economic, racial and
ideological reasons, and the desire to conquer Communism in the Soviet Union .
10
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question:
How did Germany develop its position in the world between 1919 and 1991?
[10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
E.g.: Germany invaded other countries throughout the 1930s and 1940s.
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.: candidates may focus on German foreign policy in one period, possibly
the aggressive expansionism of Nazi Germany. More likely is a poor outline of
German foreign policy and attempts to promote Germany's world position
with brief references to the scaffold and very little 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.
E.g.: candidates may provide evidence of Germany's varied foreign policy but
fail to cover the period adequately. Alternatively candidates may provide a
very thorough outline of German foreign policy across the period focussing on
Weimar's attempts to deal with the Treaty of Versailles, the nationalism and
aggressive expansionism of Nazism, the Second World War (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
reunification. There will be little or no appreciation however of shifts in
foreign policy across the period and Germany's changing attempts to promote
its position in the world. (6-8)
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.: candidates should provide a very thorough account of German foreign
policy across the period as in Level 3 but in greater depth and detail.
Candidates will also recognise more directly 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 West and East
Germany post division, the shift towards Ostpolitik and the eventual merging
of the two Germanies with all its implications for Germany's rehabilitation as
a significant player on the international stage.
GCSE MS - Paper 14 - Germany (Summer 2007)/AOB
11
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
OUTLINE PAPERS
PAPER 165/15 Palestine and Israel in the Middle East 1919-1990
FINALISED MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was the Law of Return?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: something to do with Jews and returning to Israel.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: the first law passed by the Labour Government of David Ben Gurion in
1950 giving the right to live in Israel and Israeli citizenship to all Jews. This
was both ideological and a practical attempt to boost the Jewish population in
the newly created state which grew by 700,000 by the end of 1951 alone.
Question 1(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the declaration of the state of Israel.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
E.g.: Israel was announced to the world in 1948.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: candidates may focus on the declaration of the Israeli state on the 14th
May 1948 in Tel Aviv by the leader of the Labour Party and the Jewish
Agency, David Ben Gurion. Candidates may also refer to the imperative of
American support and the hostile reaction of the Arab world to the declaration
followed by the attack on the newly declared states by five Arab nations on the
15th May.
1
[4]
Question 1(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain the reasons for the Camp David peace agreement.
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
E.g.: candidates may concentrate on descriptions of the Camp David
Agreement in 1978/9 between Sadat and Begin in the Maryland Hills, the
mutual recognition given by Israel and Egypt, the 'right to live in peace within
their secure and recognised boundaries', and the prospect of a more
comprehensive agreement at some unspecified point in the future on Gaza and
the West Bank and limited local powers to the Palestinians in these territories.
Israel agreed to give back Sinai, remove its settlements and all armed forces
from Sinai, and Egypt also agreed not to block the Straits of Tiran and to
allow Israel unrestricted use of the Suez Canal.
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.
[4-6]
E.g.: candidates may provide some description of the Camp David Accords in
1978/9 but the emphasis will be on analysing the reasons for the Camp David
agreement including Sadat's desire for peace, the desire for a period of
stability for Egypt which would allow it to recover from the effects of four
wars and defeats, Sadat's bold and brave initiative, Begin's ability to carry off
such a deal given his hardline credentials, the importance of recognition of
Israel by an Arab state, the pressure placed on both parties by the USA and
the results of Kissinger's shuttle diplomacy. Candidates may refer to the longterm consequences of the Yom Kippur War in 1973 and the general moves
towards peace in the early 1970's.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why did the Jews struggle increasingly for their own state between 1919 and
1948?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
(1/2)
E.g.: they were persecuted all over the world and wanted their own homeland.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(3-5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR a limited attempt to
discuss the key issue.
Award 5 marks for a very good descriptive account OR a reasonable
attempt to discuss the key issue.
E.g.: candidates may confine themselves to largely descriptive accounts of
Jewish activities in the 1920s and 1930s in the form of the Haganah, the Jewish
Agency, the extremist activities of Irgun and the Stern Gang, and increased
immigration. There will be little explicit attempt to analyse the reasons for the
increase in Jewish nationalism and the push for an Israeli state from 1919.
LEVEL 3
Mostly 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.: candidates may provide some description of Jewish activities in the
1920s and 1930s as above in Level 2, but there will be much more of an
attempt to analyse the underlying reasons for the push for an Israeli state in
this period including the legacy of the Balfour Declaration, the growth of
Zionism as an inspirational force, the desire to flee persecution in Eastern
Europe, the ending of mass immigration to the USA in 1924, and the
particular impetus provided by the Second World War and the Holocaust.
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question:
What major events contributed to the development of Palestine and Israel
between 1919 and 1990?
[10]
LEVEL 1
Brief, generalised, vague answers.
E.g.: the Arabs and the Jews fought a lot of wars.
(1/2)
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.: candidates may concentrate on one or two events and focus on one group,
possibly the Jews, in one or more period. Alternatively candidates may provide a
poor outline of events across the period with brief references to the scaffold and
very little 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.
E.g.: candidates may appreciate the shifting relationship between Arabs and Jews
across the period but coverage of the major developments will be weak.
Alternatively candidates may provide very thorough chronological accounts of the
key events which contributed to the development of Palestine and Israel across the
period including references to the British Mandate, relations between Arabs and
Jews in the 1920s and 1930s, the various decisions made by the British in this
period including the Peel Partition Plan and the White Paper of 1939, the growth
of Jewish extremism after the Holocaust in the form of the Irgun and Stern Gang,
the declaration of the State of Israel in 1948 and the work of David Ben-Gurion, the
significance of the four major Arab-Israeli Wars, the plight of the Palestinians,
Palestinian extremism and the PLO, the moves towards peace in the 1970s and
later, the Intifada and the breakdown of the peace process. There will be little
appreciation of variation in the position and policies of the competing groups over
time and the contribution of both sides to the development of Palestine and Israel.
4
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.: candidates will provide a thorough outline of events and developments across
the period as above in Level 3 but in greater depth and detail. Candidates will also
comment more confidently on shifting emphases, the greater or lesser importance
of key events, and changing contributions to the development of Palestine and
Israel across the period. These might include the success of the Jews in pushing for
the State of Israel in 1948 and the catastrophe that this represented for the
Palestinians, the shift towards the Israeli recognition of the need for a peace
settlement in the later 1970's and 1980's reflected in the Camp David Accords, and
the continuing Palestinian search for statehood and the impact of international
terrorism in particular.
Question 2(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What is the PLO?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference
E.g.: something to do with the Arabs.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: the Palestine Liberation Organisation set up by the Arab states in 1964
to represent and further the interests of the Palestinian people in the form of
an independent Palestinian state. Led eventually by Yasser Arafat,
factionalised with the largest grouping Al Fatah taking control of the PLO in
1968/9, and deeply associated with international terrorism in the form of the
Dawsons Field hijackings in 1970 and the Munich Olympics atrocity of 1972
Question 2(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe life on a kibbutz.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
E.g.: lots of people worked hard together.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: accurate details of life on a kibbutz including communal living on farms,
joint ownership, shared farming and child rearing, and the development of a
distinctive Israeli spirit founded on Socialist as well as Zionist principles.
[4]
5
Question 2(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain how the Arabs responded to Jewish immigration to Palestine in
the 1920s and 1930s.
[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.: candidates may concentrate on descriptions of Jewish immigration to
Palestine in the 1920s and 1930s through the ports of Haifa and Jaffa, or
simplistic accounts concentrating on the fact that many Arabs didn't like it.
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
E.g.: candidates might be expected to provide some element of description of
Jewish immigration to Palestine in the 1920's and 1930's but there will be a
more explicit attempt to explain how the Palestinian Arab population reacted
to it. Candidates may make references to the basic Arab hostility to Jewish
immigration encouraged by the extremist leadership of Haj Amin al-Husseini
and the Supreme Muslim Council, the violence which erupted in Jaffa in 1921
and later in Hebron in 1929, the General Strike of 1936, and finally the Arab
Revolt of 1937 to 1939.
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i)
Question:
How did Jewish immigration after 1948 create problems for Israel?
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: it made Israel stronger by increasing its population.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(3-5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR a limited attempt to
discuss the key issue.
Award 5 marks for a very good descriptive account OR a reasonable
attempt to discuss the key issue.
E.g.: candidates may provide largely descriptive accounts of Jewish immigration
to Israel post 1948 focussing on the entry of Sephardic Jews in operations like
'Operation Ezra and Nehemiah', and the Law of Return. There will be little attempt
to analyse the impact of the new immigrants on Israeli society.
6
[8]
(1/2)
LEVEL 3
Mostly 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.: candidates may provide some description of Jewish immigration to Israel
post 1948 as above but the focus will be on an analysis of the impact of this
process on Israeli society. As well as the positive impact of nation building
candidates should comment on the increasing tensions this created in Israeli
society, with growing divisions between the newcomers or Sephardic Jews
from North Africa and the Middle East, and the Ashkenazi or original settlers
from Europe, reflected in the increased support for Likud. Many of the new
settlers after 1948 felt that they were treated as second class citizens and few
rose to positions of prominence. Many had problems integrating into Israeli
society and few spoke Hebrew. They eventually expressed their discontent in
deserting the Labour Party and supporting Likud. It also altered the original
pioneering spirit of the foundation of Israel. Some candidates may refer to the
particular problems and tensions created by the 700,000 Russian Jews who
emigrated to Israel between 1989 and 1996.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i).
Question:
What were the main factors in the changing relationship between Jewish
and Palestinian societies between 1919 and 1990?
[10]
LEVEL 1
Brief, generalised, vague answers
E.g.: the Jews did well as a society and the Palestinians did badly.
LEVEL 2
Apply the following framework:
(1/2)
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.
E.g.: candidates may concentrate on one group only or provide a weak
outline of the separate development of Israeli and Palestinian societies with
brief references to the scaffold and very little 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.
E.g.: candidates may provide a highly differentiated response in terms of the main
factors in the varied and unequal development of Israeli and Palestinian Arab
societies but fail to cover the period adequately. Alternatively candidates may
provide a good account of the main factors in the social and cultural development
of Palestine and Israel across the period from 1919 including Jewish immigration
in the 1920s and 1930s the loss of Arab property and land to Jews in the same
period, the separate influence of the Jewish Agency and the Supreme Muslim
Council, the rapid development of Israeli society after the victory of 1948, the
catastrophe for the Palestinian people and economic stagnation, the statelessness
of the Palestinian people, life in refugee camps, political isolation and the resort to
terrorism and so on. There will however be very 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.
(9/10)
Must build on very good chronological coverage.
E.g.: candidates will provide full and accurate outlines of the main factors in
the development of Palestinian and Israeli societies across the period as in
Level 3 but in greater depth and detail. Candidates will also differentiate
clearly between the 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 were the Jaffa Riots?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: something to do with Arabs fighting Jews.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: Arab protests against increased Jewish immigration post-Balfour which
escalated into a full scale riot causing 200 Jewish and 120 Arab deaths.
Question 3(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the events of the Six Day War of 1967.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
E.g.: the Jews attacked the Arabs and won.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: accurate details of the pre-emptive strike launched by Israel on the 5th
June 1967 beginning with Israeli air-strikes against the Egyptian, Jordanian
and Syrian airforces, the destruction of 400 Arab planes, the seizure of Sinai
up to the Suez Canal, the capture of the West Bank and East Jerusalem from
Jordan, and finally the attack on Syria on 9th June, and the occupation of the
Golan Heights. A cease-fire was agreed to by the Israelis on 10th June.
9
[4]
Question 3(c)
Target
Explanation of key events and issues (AO i)
Question:
Explain the reasons for the growth of Palestinian extremism in the 1960s
and 1970s.
[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.: The Palestinians were still without hope of returning to their homeland
and therefore they turned to international terrorism.
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.
(4-6)
E.g.: candidates may provide some description of Palestinian extremism in
the 1960s and 1970s as above ( e.g. Dawson's Field, Munich Olympics etc)
but will focus more sharply and analytically on the reasons for this upsurge in
extremism including the defeat of 1967, the emergence of a more independent
PLO, the leadership of Yasser Arafat, the emergence of more extreme factions
within the PLO, conditions in the refugee camps which acted as a fertile
breeding ground for extremism and the need to capture the world's attention.
10
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why did Israel become involved in the Suez Crisis of 1956?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: they wanted to defeat Egypt.
(1/2)
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(3-5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR a limited attempt to
discuss the key issue.
Award 5 marks for a very good descriptive account OR a reasonable
attempt to discuss the key issue.
E.g.: candidates may provide largely descriptive accounts of the Suez conflict
including the Israeli attack on 29th October, the seizure of the Sinai Peninsula,
followed by the British and French invasion on 5th November. There will be
little attempt to analyse the causes of Israeli involvement in the Suez War.
LEVEL 3
Mostly 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.: candidates may provide some description of the Suez Crisis as above but
will make a clearer attempt to point to the reasons for Israeli involvement
including the secret deal agreed at Sevres by Ben Gurion, the long term
conflict caused by the events of 1948-9, Israeli insecurity exacerbated by the
arms deal negotiated by Egypt and Czechoslovakia, the suspicion of a Soviet
backed plan to eradicate Israel, the joint military operations between Egypt,
Jordan and Syria, the need to launch a pre-emptive strike and so on.
11
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i).
Question:
How did the Jews, Arabs and outside powers contribute to conflict in the
Middle East between 1919 and 1990?
[10]
LEVEL 1
Brief, generalised, vague answers.
E.g.: they all fought each other because of religion and land.
LEVEL 2
Apply the following framework:
(1/2)
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)
E.g.: candidates may focus on one side in a series of conflicts involving Arabs
and Jews or on conflict in one or two periods. Alternatively candidates may
provide a poor outline of conflict between Arabs, Jews and outside powers
across the period with brief references to the scaffold and very little
development and attempt to analyse the contribution of each group to conflict.
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)
E.g.: candidates may provide some analysis of the causes of conflict in the
development of the Middle East from the point of view of Jews, Arabs and
Outside Powers. Alternatively, candidates may provide good chronological
accounts of conflict across the period beginning with riots and indiscriminate
acts of violence in the 1920s, the Arab general strike of 1936, the Arab Revolt
1936-39, the brutal crushing of the Arab Revolt by the British with the
assistance of the Haganah, the growth of Jewish extremism after the Second
World War including the activities of the Irgun and Stern Gang, Plan Dalet,
the massacre at Deir Yassin and the War of Independence in 1948, the Suez
Wart of 1956, the Six day War of 1967, the Yom Kippur War of 1973, the
development of Palestinian extremism and the activities of the PLO in the
1960s and 1970s, the growth of Palestinian civil disobedience in the Occupied
Territories and the Intifada. Candidates may also refer to wider conflicts in
the Middle East and their impact on the situation in Israel/Palestine including
Lebanon, the Iran-Iraq War, the first Gulf War and so on. There will however
be little attempt to analyse the varying contribution of Jews, Arabs and
Outside Powers to conflict in the Middle East and Middle East.
12
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.: candidates will provide detailed chronological accounts of conflict in
the Middle East as in Level 3 but in greater depth and detail. There will also
be a clear attempt to assess the varying contribution of Jews, Arabs and
Outside Powers to conflict in the Middle East. Possible examples might
include the activities of Jewish extremists in the build up to 1948 and how they
drove Britain into withdrawal from Palestine, the responsibility of the Outside
Powers for conflict in 1956, the pre-emptive strike launched by Israel in 1967,
the Arab aggression in 1973, the Palestinian Intifada of 1987 etc.
GCSE MS - Paper 15 - Middle East (Summer 2007)/AOB
13
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
OUTLINE PAPERS
PAPER 165/16 The Union of Soviet Socialist Republics, 1924-1991
FINALISED MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What were Stalin's purges?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: something to do with getting rid of people he didn't like.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: candidates should refer to the removal of real and imagined opponents
of Stalin beginning in 1936 in the wake of the Kirov murder and lasting until
1938. The victims included old Bolsheviks like Zinoviev and Kamenev, lower
ranking members of the Communist Party, top officers in the Red Army and
members of the NKVD including Yagoda and Yezhov.
Question 1(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe 'government by the elderly'.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
E.g.: it had something to do with old people running Russia in the 1960s and
1970s.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: the governments of Brezhnev, Andropov and Chernenko. Old style Soviet
leaders who clamped down hard on dissidents, nationalist aspirations and Jews.
1
[4]
Question 1(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain the process of de-Stalinisation.
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.
E.g.: candidates may provide largely descriptive accounts of the removal of
statues and portraits of Stalin, the rewriting of Soviet history books, the
renaming of cities and so on.
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.
E.g.: candidates may provide some element of description as above but the
focus will be on analysing and explaining the policy of de-Stalinisation adopted
by Khruschev as part of his attempt to rule more benignly and to free-up
Russia's resources in terms of manpower and economic investment to improve
living standards in Russia. It was a complete break with the terror of Russia's
Stalinist past.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why did Stalin attempt to modernise the Soviet Union?
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: he needed to catch up with other countries.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
[8]
(1/2)
(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.: candidates may provide largely descriptive accounts of the modernisation
process both in agriculture and industry in the form of collectivisation of farms and
the Five Year Plans. Candidates may provide extensive details of one or both of
these policies without making clear the reasons for them.
LEVEL 3
Mostly 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.: candidates may provide some element of description of modernisation as
above but the focus will be on analysing Stalin's reasons for the rapid
modernisation of the Soviet Union. Candidates may refer to the importance of
catching up with the West in order to withstand an attack on the Soviet Union,
the part modernisation played as a mechanism of political and social control
particularly of the peasants, the policy of Socialism in One Country, reasons
of international prestige and the attempt to create a larger proletariat who
were more likely to support Communism.
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i).
Question:
In what ways did the USSR develop and change as a nation between 1924
and 1991?
[10]
LEVEL 1
Brief, generalised, vague answers.
E.g.: it became one of the most powerful countries in the world.
(1/2)
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.: Candidates may concentrate on the development of the Soviet Union in
one period possibly the 1930's and 1940's. Alternatively candidates may
provide a poor outline of the development of the Soviet Union across the
period with brief references to the scaffold and very little 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.
E.g.: Candidates may provide partial accounts of the development of the Soviet
Union across the period but make some attempt to discuss the fluctuating fortunes
of the Soviet Union and shifts in emphasis and policy over time. Alternatively
candidates may provide good chronological accounts of the development of the
Soviet Union across the period including references to the power struggle
between Stalin and Trotsky in the 1920s, the emergence of Stalinism, the political
and economic development of the Soviet Union in the 1930s including
industrialisation, the Five Year Plans, collectivisation, the development of the
terror/police state, the role of the NKVD, the Great Purges, the Great Patriotic
Struggle and the Second World War, victory in the Second World War and the
emergence of the Soviet Union as a superpower, the creation of an East
European buffer zone and client states, the death of Stalin and the new leadership
of Khruschev, the process of deStalinisation, economic reform and greater
political freedom, the removal of Khruschev and the rule of the elderly, the rise to
prominence of Gorbachev and his policies of reform including Glasnost and
Perestroika and the eventual collapse of the Soviet Union and loss of superpower
status. There will be little attempt however to comment on fluctuating fortunes
and changes in emphasis and policy.
4
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.: candidates will provide good chronological accounts of the development of
the Soviet Union across the period as in Level 3 but in greater depth and detail.
Candidates will also make a clear effort to point to the changing fortunes of the
Soviet Union and shifts in emphasis and policy including, possibly, the emergence
of the Soviet Union as a superpower after the Second World War, the repressive
policies of Stalin in contrast to the more tolerant and liberal policies of
Khruschev, the political and economic liberalisation of the Gorbachev years, and
the collapse and disintegration of Soviet power in 1991.
Question 2(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was Glasnost?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: something to do with making Russia better.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: Gorbachev's plan for reform and development in the USSR, allowing
greater 'openness', allowing critics in the media and the arts to broadcast and
publish their criticisms of the Soviet system more freely.
Question 2(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the first of Stalin's Five Year Plans.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
E.g.: a lot of Russians were forced to work very hard to make Russia stronger.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: candidates may refer to the first Five Year Plan set up by Gosplan in
1928 setting production targets that had to be met in every area of the
economy within five years. Workers in each industry were told exactly how
much to produce with rewards for meeting these targets and punishments for
not. The emphasis of the First Five Year Plan was on heavy industry: coal,
iron, steel and oil.
5
[4]
Question 2(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain how the kulaks reacted to collectivisation.
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.: candidates may provide largely descriptive accounts of the process of
collectivisation involving the combining of 25 million peasant farms into
250,000 state run and owned collective farms. There will be little attempt to
focus on how the wealthier peasants reacted to this process.
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)
[6]
Award 5/6 marks for two or more clear reasons well explained.
E.g.: candidates may provide some element of description as above but the
focus will be on analysing and explaining the hostile reaction of most kulaks
to the process of collectivisation and their opposition to it in the form of
slaughtering their own livestock. 14 million cattle were slaughtered and
resistance was particularly strong in the Soviet Ukraine. Some candidates may
refer to the brutal suppression of any resistance by the army and the forced
transportation of up to 1.5 million kulaks to the most inhospitable parts of
Russia where many died of cold, hunger and disease.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why did many Russians benefit from the rule of Khruschev?
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: they were allowed to do what they wanted and had more goods.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
[8]
(1/2)
(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.: candidates may provide largely descriptive accounts of Khruschev's rule
including references to de-Stalinisation, the Seven Year Plan, the Virgin Lands
scheme and peaceful co-existence with the West. There will be little attempt to
explain how these policies impacted positively on the lives of many Russians.
LEVEL 3
Mostly 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.: candidates may provide some element of description of Khruschev's rule
as above but the focus will be on analysing and explaining the ways in which
many Russians benefited from his policies e.g. the greater freedoms enjoyed
after Stalinism was denounced, the release of political prisoners, the greater
emphasis on raising living standards, more consumer goods and luxuries, the
easing of Cold War tensions, more meat and dairy products for the whole
population as a result of the Virgin Lands scheme and so on.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i).
Question:
How did the Soviet people develop as a society between 1924 and 1991?
[10]
LEVEL 1
Brief, generalised, vague answers.
E.g.: they were affected greatly and all became Communist.
(1/2)
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.: candidates may provide accounts of the development of the Soviet people
under Communist rule in one period, possibly the 1930's and 1940's
concentrating on the rule of Stalin and events like the Great Purges.
Alternatively candidates may provide poor outlines of the development of the
Soviet Union across the period and the impact this had on the lives of the
Soviet people with brief references to the scaffold and very little 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.
E.g.: candidates may provide differentiated accounts of the development of the
Soviet people under Communist rule appreciating that this had different
effects on different sections of Russian society, but the coverage of the period
will be incomplete. Alternatively candidates may provide good chronological
accounts of the development of the Soviet people under Communist rule as a
whole including the scrapping of NEP and the drastic consequences for the
Russian people of Stalin's policy of collectivisation and the Five Year Plans
leading to the death and suffering of millions of Russians, the devastation of
the Second World War and the use of nationalism as a rallying cry, the
national pride associated with victory in the Second World War followed by
the tensions of the Cod War, the impact of deStalinisation and the new
economic policies of Khruschev, the stagnation and restrictions of the
Brezhnev years and the particular consequences for dissidents,the casualties
of the war in Afghanistan the greater freedoms of the Gorbachev years and
impact of Glasnost and Perestroika, as well as demokratizatsiya followed by
the chaos of the collapse of the Soviet Union. There will be little attempt
however to address the contrasting experiences of different sections of Russian
society and shifts in society brought about by changes in the Communist
Party's policy either domestically or internationally.
8
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.: candidates will provide detailed accounts of the development of the
Soviet people under Communist rule as in Level 3 but in greater depth and
detail, and recognising that the experiences of the Soviet people varied
greatly. There will be a clearer attempt to comment on the varying
experiences of different groups in separate phases of Communist rule
including the contrast between the experiences of Kulaks, minority groups and
nationalities, the treatment of Party Officials, the creation of elite workers, the
position of religious groups especially the Jews, the experience of dissidents
and so on. Candidates may also comment on the impact of changing policies
on the Soviet people including the contrast between the terror of Stalinism and
the greater liberalisation of the Khruschev era.
Question 3(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was the arms race?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: something to with weapons developed by Russia.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: the process of nuclear proliferation during the Cold War, especially in
the aftermath of the Korean War which led to the development of more
powerful weapons of mass destruction. Candidates may refer to MAD, which
the USSR and the USA subscribed to in the 1950s and periods of the 1960s.
Question 3(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the Soviet invasion of Czechoslovakia in 1968.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
E.g.: they sent tanks into Czechoslovakia.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: candidates may refer to the disagreements between Khruschev and the
reformist Czech government of Alexander Dubcek, the Prague Spring, the
Soviet invasion on 21st August 1968 involving tanks, paratroopers and the
support of East German and Hungarian troops, and the deaths of between 80
and 200 Czech resisters.
9
[4]
Question 3(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain why Stalin signed the Nazi-Soviet Non-Aggression Pact in 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.
E.g.: candidates may provide a largely descriptive account of the Nazi Soviet
Non- Aggression Pact signed in August 1939 by Ribbentrop and Molotov in
which the two sides agreed not to attack each other and to remain neutral if either
was attacked by another country. Candidates may also refer to the agreement to
divide Poland between themselves, the identification of which countries would be
under Nazi and Soviet jurisdiction respectively, and various trade agreements.
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.
E.g.: candidates may provide some element of description as above but the
focus will be on explaining and analysing the reasons for the Stalin agreeing
to the Nazi Soviet Non-Aggression Pact. These might include the need to buy
time to build up the Soviet armed forces for what he believed was the certainty
of attack by Germany at some point, tricking Hitler, the distrust of Britain and
France in the aftermath of their refusal to sign an alliance with him against
Germany earlier in 1939, the belief that Britain and France were unable and
unwilling to stand up to Germany and the desire to seize territory in Poland
annexed in the Treaty of Brest-Litovsk in 1918. The Red Army had also been
massively weakened as a result of Stalin's purges and the Pact gave him some
time to replenish his command.
10
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i.)
Question:
Why did the Soviet Union become a superpower after 1945?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: because it had won the Second World War.
(1/2)
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.: candidates may provide largely descriptive accounts of the development
of the Soviet Union as a superpower mainly focussed on the development of
nuclear weapons. Candidates may also focus on largely descriptive accounts
of Cold War clashes between the Soviet Union and the USA in Berlin, Korea,
and Cuba. There will be little attempt to explore the reasons for the Soviet
Union becoming a superpower in the aftermath of the Second World War.
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.: candidates may provide some description of the Soviet Union's superpower
status as in Level 2 but the focus will be on providing a more analytical account
of why it was able to develop in this way including references to the defeat of
Germany in 1945, Potsdam, the occupation of Berlin and East Germany, the
creation of satellite states in Eastern Europe, Cominform, the formation of the
Warsaw Pact in 1955 and the development of a nuclear arsenal along with a vast
conventional force. Some candidates may refer to the economic potential of the
Soviet Union and the simple fact that Russia and the USA were in a different
league to other powers such as Britain and France in terms of their strength,
armed forces and success in winning the war and the peace. The Soviet Union's
wider influence in the world might also be mentioned.
11
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i)
Question:
How did the Soviet Union develop its position in the world between 1924
and 1991?
[10]
LEVEL 1
Brief, generalised, vague answers.
E.g.: they tried to spread Communism and took over half the world.
(1/2)
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.: candidates may focus on Soviet foreign policy in one period possibly the
Cold War or provide a poor outline of Soviet foreign policy across the period
and the attempt to promote Soviet power, with brief references to the scaffold
and very little 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.
E.g.: candidates may provide highly differentiated accounts of Soviet foreign
policy in terms of recognising shifts in policy, attempts to promote Soviet
world influence, and variations in power, but coverage of the period will be
incomplete. Alternatively, candidates may provide good chronological
accounts of Soviet foreign policy across the period and attempts to promote its
influence, with references to isolation in the 1920s and 1930s, the work of the
Communist International (Comintern), the Nazi-Soviet Non-Aggression Pact,
victory in World War Two, the subjugation of Eastern Europe, the Cold War
and various incidents including the Berlin Blockade, the Berlin Wall, the Cuba
Crisis among many others, intervention in Hungary and Czechoslovakia, the
period of détente in the later 1960s and 1970s, the invasion of Afghanistan,
the improved relations of the Gorbachev era, the collapse of the Soviet Union
in 1991 and the declining influence of the rump state as a world force. There
will be little appreciation however of shifts in power, world influence and
emphasis in Soviet foreign policy across the period.
12
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.: candidates will provide good accounts of Soviet foreign policy across the
period as in Level 3 but in greater depth and detail. Candidates will also
comment on shifts in Soviet foreign policy and attempts to develop its position
in the world, including the changes in foreign policy emphasis from relative
isolation in the 1920s and 1930s, the attempts to spread Communism in this
period through the Comintern, victory in the Second World War and the
development of nuclear weapons during the Cold War, attempts at détente in
the 1960s and 1970s, the aggression of the Afghanistan era and the reemergence of Cold War hostilities through to the more conciliatory policies of
Gorbachev and the eventual collapse of the Soviet Union and the concomitant
reduction in its world power.
GCSE MS - Paper 16 - Russia (Summer 2007)/AOB
13
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
OUTLINE PAPERS
PAPER 165/17 The United States of America, 1929-1990
FINALISED MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was the Watergate scandal?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: something to do with Nixon.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: The scandal following Nixon's attempts to cover up Whitehouse
involvement in the bugging of the Democrat offices in the Watergate
apartment block in June 1972 by five members of CREEP, Nixon's denial of
any involvement in the incident, and the events leading to the exposure of the
cover up ending in Nixon's resignation in August 1974.
Question 1(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe Roosevelt's 'Hundred Days'.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
E.g.: something to do with the way in which Roosevelt governed in the 1930s.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: Roosevelt's first hundred days in power in which he assumed emergency
powers in order to set up the alphabet agencies designed to tackle the USA's
problems, principally the need to get people back to work.
1
[4]
Question 1(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain the popularity of President John F Kennedy.
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.
E.g.: candidates may provide largely simple descriptive accounts of Kennedy's
administration and his attraction as a young president with charismatic
appeal. There will be little attempt to explain and analyse the reasons for
Kennedy's popularity.
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.
E.g.: candidates may provide some element of description as above but the
focus will be on explaining and analysing the popularity of Kennedy.
Candidates may refer to Kennedy's personal charm and charisma, his
youthfulness, the hope he provided for millions of disenfranchised Americans,
the break he represented with the past, his New Frontier programme which
attacked poverty, inequality and deprivation, his attempt at far reaching
reforms in health care and civil rights, and so on.
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why did some young people in America become more rebellious from the
1950s onwards?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: because they wanted to fight against their parent's values.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(1/2)
(3-5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR a limited attempt to
discuss the key issue.
Award 5 marks for a very good descriptive account OR a reasonable
attempt to discuss the key issue.
E.g.: candidates may provide largely descriptive accounts of youth rebellion
in the 1950s, 1960s and 1970s including references to the 'beat' movement, the
rock and roll generation, the Hippy movement, anti-Vietnam protest, the
growth in juvenile delinquency, dropping out, communes, San Francisco and
so on. There will be little explicit attempt to analyse and explain the reasons
for youth rebellion in this period.
2
LEVEL 3
Mostly 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.: candidates may provide some element of description of youth rebellion
as above but the focus will be on analysing the reasons for this process.
Candidates may refer to the influence of music, film and literature, the
development of the Civil Rights movement, the stimulus of anti Vietnam, the
affluence of the young people of this period, the development of a distinctive
youth culture and the general rejection of the status quo and parental values.
The influence of particular writers, actors and musicians like Kerouac,
Salinger, Dylan, Hendrix and James Dean may be referred to.
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i).
Question:
In what ways did America develop and change as a society between 1929
and 1990?
[10]
LEVEL 1
Brief, generalised, vague answers
E.g.: America developed into a very well off and powerful society.
(1/2)
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.: candidates may focus on one period in the development of America in
the twentieth century, for example the 1930s with extensive references to the
Depression and the New Deal. Alternatively candidates may provide a poor
outline of the development of the USA across the period with brief references
to the scaffold and very little development and little attempt to differentiate
between the impact that these changes had on different groups of Americans
or on society as a whole.
3
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.
E.g.: candidates may provide highly differentiated responses discussing the
impact of many developments in the USA on various groups including women,
black people, young people, minority groups, different social classes and so on
but fail to cover the period satisfactorily. Alternatively candidates may
provide good chronological accounts of the development of the USA across
the period covering the Depression, the New Deal, the Second World War,
post war prosperity, Kennedy and his New Frontier, Johnson's Great Society,
popular culture, changes in music, film, TV, fashion and youth in the 1950s
and 1960s, the feminist movement, Nixon and Watergate, the Reagan Years
and so on. There will be little attempt however to differentiate between the
experiences of different groups of Americans and to comment explicitly on
significant changes in American society in this period.
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.: candidates will provide good chronological accounts of the development of
the USA across the period as in Level 3 but in greater depth and detail. Candidates
will also begin to comment more explicitly on significant changes, and differentiate
more effectively between the impact of these changes on different groups of
Americans. Candidates may comment on the significance of the New Deal and
different responses to it, and its varying impact on different groups of Americans,
the contrast between urban and rural America, the selective effects of the feminist
movement, the varying impact of developments on different racial groups, the
contrast between North and South and different social classes and so on.
4
Question 2(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was the Black Power Movement?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
E.g.: something to do with black people.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: the movement which grew up in the mid 1960's in the large urban centres
of America which rejected the pacifism of MLK and advocated a violent
struggle for a separate black state. Led by Malcolm X and epitomised by the
Black Panthers.
Question 2(b)
Target:
Recall and description of key events and issues (AO i)
Question:
Describe the treatment of black Americans during the 1930s.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
E.g.: a lot of people were killed by white people.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: details of the treatment of black Americans in the 1930's including the
Jim Crow Laws and the system of segregation, the activities of the KKK,
especially lynching, poll taxes and literacy tests which excluded black people
from democratic politics, the economic exploitation of black people, including
the sharecropping system, and the impact of the Depression.
5
[4]
Question 2(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain why more black people have been successful in politics, the media
and entertainment since the 1970s.
[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.: candidates may provide a simplistic explanation along the lines of black
people have become more successful in these areas in the 1970s and 1980s
because of greater opportunities or describe the success of some black
Americans in these areas.
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.
E.g.: candidates will focus on explaining and analysing the influence of the
black cultural movement of the late 1960s and 1970s which encouraged the
development of a more positive black self image and the development of
successful role models in American society, taking advantage of the successes
of the Civil Rights legislation of the 1960s (the Civil Rights Act of 1964 and
the Voting Rights Act of 1965) to achieve high positions in politics,
entertainment and the media. Candidates may refer to individuals like Carl
Stokes, Jesse Jackson and Colin Powell in politics, Will Smith, Eddie Murphy,
Wesley Snipes, Samuel L Jackson in films and Oprah Winfrey in media.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why was the Montgomery Bus Boycott a turning point for black Americans?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: because white people were forced to back down for the first time.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(3-5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR a limited attempt to
discuss the key issue.
Award 5 marks for a very good descriptive account OR a reasonable
attempt to discuss the key issue.
E.g.: candidates may provide largely descriptive accounts of the Montgomery
Bus Boycott beginning with Rosa Parks' refusal to give up her seat to a white
person on 1st December 1955 and her subsequent arrest and jailing, the
organisation of a year long boycott of the buses by the NAACP, the leadership
of MLK and the Supreme Court ruling in November 1956. There will be little
attempt to analyse the significance of the Bus Boycott for the Civil Rights
movement as a whole.
LEVEL 3
Mostly analytical answers will appear here.
Apply the following framework:
(1/2)
(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.: candidates may provide some element of description as above but the
focus will be on analysing the importance of the Montgomery Bus Boycott in
terms of the stimulus it gave to the Civil Rights movement, the bringing to
prominence of MLK, the demonstration of black economic power, the
capitulation of the bus company, the ending of segregation based on the
Supreme Court ruling, the appeal to the constitution and use of the Supreme
Court, the later development of CORE and the freedom rides and so on. The
symbolic importance of Rosa Parks as someone who stood up to
institutionalised white racism may be referred to.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i).
Question:
In what ways did black American society develop and change between
1929 and 1990?
[10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
E.g.: they were always unequal in their development with white people.
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.: candidates may focus on the development of the race issue in one period
only, for example the development of Civil Rights in the 1950s and 1960s.
Alternatively candidates may provide a poor outline of the development of the
race issue in the USA across the period with brief references to the scaffold
and very little 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.
E.g.: candidates may provide extensive differentiation and /or comment on the
pace of change in the development of black society in different periods but
coverage of the period will be incomplete. Alternatively, candidates may
provide good chronological accounts of the development of Black people in
the USA across the period with references to the impact of the Depression,
Klan violence, the work of the NAACP, the role of black musicians and artists
in the 1930s, the response to white violence, the role of black Americans in the
Jim Crow Army in the Second World War, the Fair Deal, the development of
the Civil Rights movement in the 1950s and 1960s and its seminal moments
including Rosa Parks and the Montgomery Bus Boycott, Brown v's Topeka,
the Little Rock Nine, James Meredith, the Freedom Rides, the March on
Washington, the leadership of MLK, the development of Black Power, the
Black Panthers and Malcolm X, the Civil Rights Act of 1964, the Voting Rights
Act of 1965, the Fair Housing Act of 1968, the greater political and economic
success of black people in the 1970s and 1980s, black politicians, mayors,
actors, musicians, set alongside the continuing problem of ghettos and a
marginalised urban black underclass etc. There will be little attempt however
to comment on the varied experiences of different groups of black people or
the uneven pace of change in different periods.
8
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.: candidates will provide good chronological accounts of the development
of black society in the USA across the period as in Level 3 but in greater depth
and detail. Candidates will also begin to differentiate more effectively between
the varied experiences of different groups of black Americans possibly middle
and working class, urban and rural, Northern and Southern, male and female
and so on. Candidates will also appreciate that black development was not
equal to whites for much of the period, if not all of it, and that the pace of
change for black people varied in different periods with references to the slow
pace of change before 1945 and the more accelerated pace of change
associated with Civil Rights after the war and also the way in which this
stalled in the late 1960s.
9
Question 3(a)
Target:
Recall and description of key events and issues (AO i).
Question:
Who were the Vietcong?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference
E.g.: something to with the war in Vietnam.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR two
weak but valid points.
(2)
E.g.: The North Vietnamese Communist forces of Ho Chi Minh who fought the
Vietnam War against America.
Question 3(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe Marshall Aid.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
E.g.: America gave a lot of help to Europe after the Second World War.
LEVEL 2
More detailed and accurate answer; development of one point for 3
marks; two developed points for four marks.
(3/4)
E.g.: 13 billion dollars offered by Secretary of State George C Marshall to
states recovering from the Second World war in an attempt to stop the spread
of Communism particularly in Western Europe, and in accordance with the
Truman Doctrine.
[4]
Question 3(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain America's attitude to world affairs in the 1930s.
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.
E.g.: candidates may provide simplistic explanations along the lines of wanting to
stay out of world affairs or largely descriptive accounts of American foreign
policy in this period (e.g. they weren't part of the League of Nations).
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.
E.g.: candidates may provide some description of American foreign policy in the
1930s as above but the focus will be on explaining and analysing American
isolationism in this period. Candidates may refer to the priority of dealing with its
own internal problems including the Depression or the isolationist strand in
American foreign policy thinking. Candidates may also refer to the Neutrality Acts
and specific examples of isolationism in this period including 'cash and carry'.
10
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
Why was the Cuban Missile Crisis a turning point in Cold War relations?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
E.g.: because it was a victory for the USA.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(1/2)
(3-5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR a limited attempt to
discuss the key issue.
Award 5 marks for a very good descriptive account OR a reasonable
attempt to discuss the key issue.
E.g.: candidates may provide largely descriptive accounts of the Cuban
Missile Crisis in October 1962 with references to the Soviet build up of
nuclear weapons and troops, tanks, anti-aircraft missiles and jets on Cuba, the
US spy planes, nuclear missile sites, the US blockade, Soviet ships sailing for
Cuba, Khruschev's letters, the compromise deal, the removal of Soviet missiles
from Cuba etc.
LEVEL 3
Mostly 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.: candidates may provide some element of description of the Cuban
Missile Crisis but there will be more focus on explaining why it was a turning
point in Cold War relations. Candidates may refer to the compromise deal
which emerged between Kennedy and Khruschev which paved the way for a
period of improved Cold War relations, and the realisation that the world had
come to the brink of nuclear war. Candidates may refer to the setting up of a
'hot line' between the American President and the Soviet leader and the
Nuclear Test Ban Treaty of 1963 outlawing the testing of nuclear weapons in
the atmosphere, under the sea or in space.
11
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues. (AO i).
Question:
How did America develop its position in the world between 1929 and
1990?
[10]
LEVEL 1
Brief, generalised, vague answers.
E.g.: it used its military power and became a superpower.
(1/2)
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.: candidates may concentrate on one period only, for example the USA's
foreign policy during the Cold War. Alternatively, candidates may provide a
poor outline of American foreign policy across the period and American
attempts to promote its position in the world, with brief references to the
scaffold and very little 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.
E.g.: candidates may provide responses with a great deal of variation and
appreciation of shifts in US foreign policy and its varied attempts to promote its
position in the world, but fail to cover the period. Alternatively, candidates may
provide good chronological accounts of US foreign policy across the period with
references to isolationism in the 1930's, the Neutrality Acts, the growing threat of
Japan, US relations with the League of Nations, Pearl Harbor and US entry into
the Second World War, the US role in achieving victory in the Second World War
both in Europe and the Pacific, the dropping of atomic bombs on Hiroshima and
Nagasaki, emergence as a superpower after 1945, the shift from isolationism to
interventionism and containment, the Truman Doctrine, the domino theory and
Marshall Aid, the onset of the Cold War, US investment in Berlin as the frontline
of the Cold War, US involvement in Korea, the Cuban Crisis, the Vietnam War,
détente and relations with China, US influence in the Middle East, responses to
the Soviet invasion of Afghanistan, Reagan and Star Wars, US involvement in the
collapse of the Soviet Union and so on. There will be little appreciation however
of shifts in US foreign policy across the period and variations in the USA's
attempts to promote its position in the world, as well as its varying importance at
different times.
12
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.: candidates will provide good chronological outline of US foreign policy
across the period as in Level 3 but in greater depth and detail. Candidates will
also begin to comment on the shifts in foreign policy and the varying ways in
which it attempted to promote itself in world affairs across the period,
principally the crucial importance of the Second World War in reorienting
American foreign policy, the part it played in turning the USA into a nuclear
superpower, and the essential shift from isolationism to interventionism and
containment. Within the context of the Cold War candidates will recognise
changes from deterrence to détente as a way of promoting its international
position, 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 MS - Paper 17 - USA (Summer 2007)/AOB
13
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN DEVELOPMENT
PAPER 165/18 - CRIME AND PUNISHMENT, c. 1530 onwards
FINALISED MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was treason?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
Eg: It was breaking the laws of the monarch.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR
two weak but valid points.
(2)
Eg: Treason was breaking the law by speaking against the king and his current wife
and heirs, or supporting the Pope in the 16th century, for example.
Question 1(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe how unemployment led to crime in the sixteenth century.
LEVEL 1
Generalised response with a simple single fact or two weak references.
(1/2)
Eg: There was mass unemployment and when people were out of work, they got into
trouble.
LEVEL 2
More detailed and accurate answer; development of one point for 3 marks;
two developed points for four marks.
(3/4)
Eg: Various factors led to unemployment in the C16th – the dissolution of the
monasteries; enclosure for sheep farming; and fewer soldiers were needed in the
army because it became increasingly a time of peace. There was a belief that idleness
was wrong, that everyone should be encouraged to work and were to be punished if
they did not do so. Vagrancy became a crime and the able-bodied poor were
punished.
[4]
Question 1(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain why stagecoach travel became a cause of 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.
Eg: People travelled on the slow roads of the time; they could be held up by highway
robbers.
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.
Eg: There was increased travel because of improved roads in the C18th and there
was increased wealth. Richer people travelled more, taking their belongings with
them. These belongings were a lure for highwaymen, like Dick Turpin, who could
disappear very quickly after committing their robbery. Highway robbers knew that
they could usually get away with their crime because of the lack of an efficient police
force.
1
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
How important was social unrest in causing disturbances like the Luddite
and Rebecca riots in the early nineteenth century?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
(1/2)
Eg: People were discontented with their living and working conditions; this led them
to protest – in the towns and in the countryside.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(3/5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR
a limited attempt to discuss the key issue.
Award 5 marks for a very good descriptive account OR
a reasonable attempt to discuss the key issue.
Eg: The Luddite riots were caused by unemployment: machines replaced workers in
the textile industry and the workers destroyed the machines. The Rebecca rioters
were suffering from many hardships and the toll-gates were one grievance too many
for them, so they attacked and destroyed the toll-gates.
LEVEL 3
Mostly 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.
Eg: Employers in the textile industry had introduced new machines called stockingframes, which produced goods more cheaply than people could. As a result, workers
lost their jobs and had their wages cut. This led to social unrest and the destruction of
the stocking-frames in the Luddite riots of 1812. There were continuous bad harvests
throughout the 1830s and, because of the hardship caused to farm workers in southwest Wales, social unrest escalated into the Rebecca riots of 1839 and 1842-43.
Social unrest was very important in causing these disturbances because people lived
in a time of social and economic uncertainty.
2
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues (AO i).
Question:
Have the causes of crime always changed from Tudor times to the present day?
In your answer you may wish to consider: poverty, greed, unemployment, the
pressures of modern society or any other relevant factor.
[10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
Eg: Yes/no - religious problems caused crime in the early part of this period but this
tends not to be the case today/ poverty has always been a cause of crime.
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.
Eg: 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:
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.
Eg: 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 always changed 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.
(9/10)
Must build on very good chronological coverage.
Eg: 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 and adapt to new conditions and to new opportunities.
3
Question 2(a)
Target:
Recall and description of key events and issues (AO i).
Question:
Who was John Fielding?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
Eg: A man who helped to keep the peace.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR
(2)
two weak but valid points.
Eg: John Fielding was a magistrate in Bow Street who created the Bow Street
Runners in the 18th century. He also created a civilian horse patrol and published the
Hue and Cry newspaper.
Question 2(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe how watchmen (charlies) helped to maintain law and order in the
sixteenth and seventeenth centuries.
[4]
LEVEL 1
Generalised response with a simple single fact or two weak references.
Eg: They patrolled the streets at night and kept a watch on the town.
LEVEL 2
More detailed and accurate answer; development of one point for 3 marks;
two developed points for four marks.
(3/4)
Eg: Watchmen called out the time, as they patrolled the streets at night, and made
sure that the town was safe. They kept watch from sunset to sunrise; they were to
apprehend and examine all strangers that they met at night and, if they thought that
they were suspicious, they could lock them up for the night or put them in the stocks.
(1/2)
Question 2(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain the extension of police forces outside London 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.
Eg: The Metropolitan Police were better than any previous methods of policing
because they were more efficient and so it was decided to expand police forces to
other cities and later to towns and counties.
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.
Eg: In 1839, County Police forces were created, supplemented by the County and
Borough Police Act of 1856, which established a series of effective police forces
throughout England and Wales. Developments occurred because the police had
proved their worth and had won the respect of the public. Further extension took
place as more specialisation developed, including the CID in 1877.
4
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
How important were transport developments in helping police to combat rime in
the twentieth century?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
Eg: The police were able to use various types of transport to catch criminals.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(1/2)
(3/5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR
a limited attempt to discuss the key issue.
Award 5 marks for a very good descriptive account OR
a reasonable attempt to discuss the key issue.
Eg: The police improved their ability to combat crime by making use of developments
in transport. Horses were used by some police from 1758 and, from 1798, there was
the River Police, who used rowing and sailing boats on the Thames. This was
important because it showed that the police were willing to try alternative methods of
catching criminals. Transport developments were adapted effectively in the C20th:
bicycles in 1909; motorboats in 1910, covering 45 miles of the River Thames; cars in
1919; motorbikes in the 1930s; and helicopters in the 1970s. The adoption of these
transport developments was important because they improved police speed and
effectiveness in combating crime.
LEVEL 3
Mostly 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.
Eg: From the 1970s, the use of the car had such an impact that the police changed
their methods of working by replacing the ‘bobby on the beat’ with rapid response
teams which could be quickly called to the scene of a crime. However, there has now
been a reaction to the over-use by the police of transport developments: many police
forces have re-introduced foot patrols as the public want the reassurance of seeing a
police officer on the streets. Additionally, the car has led to a huge amount of crime
for the police to contend with. Drink driving and traffic offences absorb a huge
amount of police time: there are well over a million motor crimes each year.
Transport developments are very important in helping police to combat crime but the
traditional ‘British Bobby on the Beat’ has still a role to play.
5
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues (AO i).
Question:
How far have methods of policing the community and combating crime
changed from Tudor times to the present day?
In your answer you may wish to consider: Tudor JPs and constables, the
Metropolitan Police, police specialisation, the role of women or any other relevant
factor.
[10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
Eg: In Tudor times, policing was done by volunteers; it was not very effective. The
Metropolitan Police were created in the C19th and, since then, it has got better and
better.
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.
Eg: 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 and to adapt to change.
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.
Award 8 marks for a very good chronological coverage with accurate supporting
detail OR a differentiation only account with less good coverage.
Eg: 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 and needed to change.
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 and, throughout the rest of the C19th and the C20th, they proved
how successful methods of combating crime could generally be, by adapting
continuously to change.
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.
Eg: Methods of combating crime have changed greatly through the ages. There was a
great change in the C19th, with the industrialisation of Britain and the creation of
great urban centres. There was an even greater change 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 Branch – to ensure that methods of combating crime were
successful and always adapted to changing needs.
6
Question 3(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was flogging?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
Eg: This was punishing someone physically.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR
two weak but valid points.
(2)
Eg: Flogging was an aspect of public punishment/humiliation where an offender was
flogged/whipped to deter others.
Question 3(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the work of Elizabeth Fry in the early nineteenth century.
LEVEL 1
Generalised response with a simple single fact or two weak references.
Eg: She visited women in prisons.
LEVEL 2
More detailed and accurate answer; development of one point for 3 marks;
two developed points for four marks.
(3/4)
Eg: Elizabeth Fry was a Quaker who felt it was her duty to visit Newgate Prison
where women prisoners were held in appalling conditions. She formed the
Association for the Improvement of Female Prisoners in Newgate Prison. She set up
a Ladies Prison Committee to help her with her reforming work, which was based on
moral and religious reform (examples of types of work may be given).
[4]
(1/2)
Question 3(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain why the separate and silent systems were introduced into
century prisons.
LEVEL 1
Award 1 mark for vague generalisations.
nineteenth
[6]
(1/3)
Award 2/3 marks for description of a single fact with brief or implied
attempt to explain.
Eg: The C19th prison system was ineffective. The separate and silent systems were
new methods of punishment intended to improve the previous methods by separating
prisoners and keeping them silent.
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.
Eg: Prison reformers in the early C19th had come up with a number of new ideas.
One of these ideas, suggested by Sir G.O.Paul, was the separation of prisoners, in
order to try to reform them by separating them from bad influences. The 1839 Prisons
Act decided to apply the Separate System. Prisoners were to be separated and
isolated, throughout the whole of their sentence. Even when exercising, prisoners
were kept apart, with hoods over their heads; at religious worship, they were
separated in wooden cubicles. Pentonville was set up as a model prison, to apply this
method. However, many prisoners became insane through the Separate System and
reform failed so that a cheaper method was introduced – the Silent System – which
had been tried at Auburn Prison in New York. The idea was to let prisoners work
together, but in silence. A range of pointless tasks was done – shot drill, the
treadwheel, the crank and oakum picking. Statistics gradually showed that the Silent
System also failed to reform prisoners and there seemed to be no alternative but to
deter people by harsh methods.
7
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
How important were changing attitudes towards criminal offenders in bringing
about prison reform in the twentieth century?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
(1/2)
Eg: Prison reform in the C20th has become more lenient and prisons are now much
more comfortable because of changing attitudes.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(3/5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR
a limited attempt to discuss the key issue.
Award 5 marks for a very good descriptive account OR
a reasonable attempt to discuss the key issue.
Eg: C20th developments in prison reform have shown a different attitude to young
offenders: they have been tried in separate juvenile courts and imprisoned in borstal
or in a young offenders’ institution, so that they are kept separate from experienced
adult offenders. Other developments have shown great concern with reform rather
than just retribution, as in the past. To this end, developments like open prison,
probation and parole, community service and the abolition of the death penalty,
leading to life imprisonment instead, have been tried. These developments are
important because they reflect changed attitudes to offenders.
LEVEL 3
Mostly 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.
Eg: Changing attitudes towards criminal offenders have certainly been important in
bringing about prison reforms in the C20th. However, not everyone would agree that
these reforms have proved better, or more effective, than previous developments.
Many people think that offenders are now treated too leniently, that prison is a ‘soft
option’ and that the prison system is failing because it is now over-full. British
prisons were built to house 50,000 offenders, but there are now 75,000 offenders in
prison, suggesting that C20th developments in prison reform, although important and
reflecting changed attitudes to offenders, have not addressed the issue of effective
punishment for offenders.
8
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues (AO i).
Question:
How far have methods of punishing offenders changed from Tudor times
to the present day?
In your answer you may wish to consider: torture, transportation, public execution,
the abolition of the death penalty or any other relevant factor.
[10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
Eg: In Tudor times, and for a long time afterwards, public punishments like flogging,
stocks and pillory, and public executions were thought to be effective and acceptable
to the public; this is no longer the case.
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.
Eg: Public executions and even torture were thought to be valid methods of
punishment from Tudor times because the public expected harsh and humiliating
punishments. Views changed in later centuries and transportation was tried as a
method of punishment. Then the public began to think in terms of reform, so that
more use was made of imprisonment and the C19th saw various systems of
punishment tried in prisons. The C20th increasingly focused on rehabilitation as a
form of punishment and yet more methods were tried, including probation and
community service, reflecting continuous change in a search for effective and
acceptable forms of punishment.
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.
Award 8 marks for a very good chronological coverage with accurate supporting
detail OR a differentiation only account with less good coverage.
Eg: The various methods of punishment that were tried in prisons in the C19th were
not successful. There was continuous change throughout the C20th as alternative
methods were sought, in an attempt to provide a successful method of punishment:
borstals and detention centres for young people; open prisons; and suspended
sentences. The quest goes on; change is continuous.
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.
Eg: People will always break the law and will always have to be punished. In early
modern times, the pace of change was much slower and the types of crime committed
may not have changed all that quickly and neither did the methods of punishment. In
more modern times, the pace of change is fast; types of crime change more quickly
and it is much more difficult to keep changing the methods of punishment and to
implement methods which are still a deterrent, without the threat of the death penalty.
GCSE MS - Paper 18 - Crime and Punishment (Summer 2007)/ED
04/09/2007
9
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Gyffredinol Addysg Uwchradd
HISTORY 2007
STUDY IN DEVELOPMENT
PAPER 165/19 – HEALTH AND MEDICINE, c.1345 onwards
FINALISED MARKING SCHEME
Question 1(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was alchemy in the late middle ages?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
Eg: It was an attempt to make medicines.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR
two weak but valid points.
(2)
Eg: Alchemy was an art/science by which an attempt was made to transform base
materials into drugs and potions that would ease pain and cure diseases.
Question 1(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the work of Ambroise Paré in the sixteenth century.
LEVEL 1
Generalised response with a simple single fact or two weak references.
Eg: He was a surgeon; he wrote a book on surgery.
LEVEL 2
More detailed and accurate answer; development of one point for 3 marks;
two developed points for four marks.
(3/4)
Eg: Ambroise Paré was a French surgeon who served in the army for many years. He
published The Collected Works of Surgery in 1575. It showed how wounds could be
healed, how ligatures/silver thread could be used, and gave effective advice on
amputations and the setting of fractures. The book was used by doctors/surgeons for
many decades afterwards. Paré also made artificial limbs and new tools or
instruments for surgeons to use.
1
[4]
(1/2)
Question 1(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain how the discovery of DNA and genetics has increased medical
knowledge 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.
Eg: The discovery of DNA and genetics has helped doctors to cure more illnesses.
The discovery of DNA led to genetic engineering.
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.
Eg: The discovery of DNA (deoxyribonucleic acid) has been regarded as one of the
‘principal medical triumphs’ since the Second World War. In 1953, the structure of
DNA – the material of which genes are composed/the building block of all living
material – was discovered by Watson and Crick. This led to a new type of treatment –
genetic engineering - and to a shift in medical research. It enabled scientists not only
to determine the basis of what was wrong in many common diseases, but also to
propose ways of putting this right. The new treatment allows genes to be manipulated
in order to correct problems in a patient’s body. For example, DNA can be made to
produce the important protein insulin, for people who suffer from diabetes. Genetic
engineering can also artificially produce antibodies which seek out and destroy
certain cells within the body.
2
Question 1(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
How important was the work of Wilhelm Röntgen in developing medical
knowledge from the nineteenth century onwards?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
(1/2)
Eg: He discovered X-rays which allowed doctors to find out more about the human
body.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(3/5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR
a limited attempt to discuss the key issue.
Award 5 marks for a very good descriptive account OR
a reasonable attempt to discuss the key issue.
Eg: Wilhelm Röntgen discovered X-rays when he was experimenting with cathode
rays. He found that these rays passed through paper, wood, rubber and even human
flesh, but not through bone or metal. He called these mysterious rays X-rays because
he did not know what they were. However, he immediately appreciated the
importance of these mysterious X-rays and he published his findings in 1895.
Röntgen’s discovery caused great public excitement and it had an immediate impact
on medicine.
LEVEL 3
Mostly 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.
Eg: The work of Röntgen was so important that, within six months of publishing his
finding, hospitals had installed X-ray machines. The First World War then confirmed
the importance of the X-ray in surgery. Front-line hospitals were equipped with X-ray
machines and they were invaluable in helping surgeons to remove deeply lodged
bullets and shrapnel from wounded soldiers. Röntgen’s discovery has led to later
scanning methods like ultrasound scanning and MRI (Magnetic Resonance Imaging).
3
Question 1(e)
Target:
Explanation, analysis and evaluation of key events and issues (AO i).
Question:
Has the expansion of medical knowledge always been successful from the
middle ages to the present day?
In your answer you may wish to consider: the work of Vesalius, the circulation of the
blood, the germ theory, twentieth century developments or any other relevant factor.
[10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
Eg: The expansion of medical knowledge has meant that more people live longer and
healthier lives, so that the process has been successful.
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.
Eg: Medical knowledge progressed from the rather primitive ideas of the later middle
ages – zodiac charts and the theory of the humours, for example – to the more
advanced ideas of the Renaissance period, including the work of Vesalius in anatomy
and Paré in surgery. The work of William Harvey in the seventeenth century, in the
circulation of the blood, successfully took medical knowledge a stage further.
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.
Award 8 marks for a very good chronological coverage with accurate supporting
detail OR a differentiation only account with less good coverage.
Eg: The ‘germ theory’ in the late C19th and the discovery of x-rays have been further
factors in successfully improving medical knowledge. Twentieth century
developments like scanning and other diagnostic methods, DNA and genetics have
been successful in improving people’s health.
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.
Eg: The main factors in improving medical knowledge over time have continuously
been successful. However, despite the successful advances in medical knowledge, new
epidemics, like AIDS, have proved difficult to counteract and more than 5,000
hospital patients are dying each year of the hospital ‘Super Bug’ (MRSA), which is
resistant to anti-biotic treatment, and ‘Hospital Acquired Infection’ (HAI). Basic
health care, like washing hands, has been ignored in some instances and this has
dented the success of the main factors governing the expansion of medical knowledge
from the middle ages to the present day.
4
Question 2(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What is an anaesthetic?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
Eg: It is used in hospitals to make patients unconscious for operations.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR
two weak but valid points.
(2)
Eg: An anaesthetic makes patients insensitive to pain when they undergo an
operation. When a patient is operated on, they are first injected with barbiturates to
put them to sleep and, during the operation, they are given an anaesthetic, which is
breathed in through a mask, to relax the muscles and keep them asleep. Ether and
chloroform are anaesthetics.
Question 2(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the work of Edward Jenner at the end of the eighteenth century.
LEVEL 1
Generalised response with a simple single fact or two weak references.
Eg: He inoculated people against smallpox; he called this vaccination.
LEVEL 2
More detailed and accurate answer; development of one point for 3 marks;
two developed points for four marks.
(3/4)
Eg: Edward Jenner was a doctor in Gloucestershire who realised that people who
had had cowpox seemed immune from smallpox. He inoculated people with cowpox
and recorded his findings. He concluded that cowpox did protect people from
infection by smallpox. He submitted his ideas to the Royal Society in 1798, but there
was much opposition to his ideas, so he published his ideas himself. His book was
widely read and Parliament was impressed by his idea, which he called vaccination.
He was given a grant of £50,000 to open a vaccination clinic in London. His ideas
were adopted in America and in France and, in 1852, the British government made
vaccination compulsory.
5
[4]
(1/2)
Question 2(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain how the work of Joseph Lister in the second half of the nineteenth
century improved methods of surgery.
[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.
Eg: He discovered antiseptics and used his methods to limit the spread of infection
during surgery.
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.
Eg: Joseph Lister was one of the outstanding surgeons of the C19th. He had
researched gangrene and infection and was keen on applying science to medicine. He
had read the work of Pasteur (1831) on germ theory, which led him to discover that a
thin mist of carbolic acid sprayed over the wound during surgery limited infection. By
following this with careful bandaging, the wound would heal and not develop
gangrene. There was opposition to Lister’s new techniques but, despite this, his
methods marked a turning point in surgery. In 1877 he moved from Glasgow to
London to train young surgeons under his supervision. When Koch discovered, in
1878, the bacterium which caused septicaemia, this gave a great boost to Lister’s
ideas. By the late 1890s his antiseptic methods (which killed germs on the wound)
became aseptic surgery, which meant removing all possible germs from the operating
theatre.
6
Question 2(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
How important was the contribution of Sir Alexander Fleming in the twentieth
century to the treatment of illness and disease?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
Eg: He discovered penicillin which helped to cure illnesses.
LEVEL 2
Mostly descriptive answers will appear here.
Apply the following framework:
(1/2)
(3/5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR
a limited attempt to discuss the key issue.
Award 5 marks for a very good descriptive account OR
a reasonable attempt to discuss the key issue.
Eg: Sir Alexander Fleming was a bacteriologist and surgeon. As a researcher he
became the first to use anti-typhoid vaccines on human beings, and he pioneered the
use of salvarsan against syphilis. He was a medical officer in France during World
War One and discovered the antiseptic powers of lysozyme, present in tears and
mucus. His experience in the war had shown him how soldiers had died of infection.
In 1928 he rediscovered the properties of penicillin. The rediscovery was almost
accidental, a result of a mould which formed on a culture that he was growing. He
grew some of this mould and found that it killed many different bacteria. The mould
was called penicillium notatum. Fleming’s discovery was to prove tremendously
important, but he did not have the facilities or the support to develop and test his idea
that penicillin could fight infection.
LEVEL 3
Mostly 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.
Eg: It was the Second World War which finally brought about the successful
development of penicillin. In the 1930s, two Oxford scientists, Howard Florey and
Ernest Chain, became interested in Fleming’s 1929 paper about penicillin. In 1939,
they put together a research team and asked the government to fund research into
penicillin. By 1942, penicillin was being mass produced and proved invaluable in
treating infection caused by wounds received by soldiers in battle. Sir Alexander
Fleming’s rediscovery of penicillin has proved tremendously important ever since.
7
Question 2(e)
Target:
Explanation, analysis and evaluation of key events and issues (AO i).
Question:
Have methods used to prevent and treat disease always been successful
from the middle ages to the present day?
In your answer you may wish to consider: traditional treatments and remedies,
developments in science and technology, the work of Simpson and of Lister, modern
surgery, or any other relevant factor.
[10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
Eg: No – methods used to prevent and treat disease have not always been successful
– many people have died of diseases and operations since the middle ages.
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.
Eg: Traditional treatments and remedies in the middle ages – herbal medicines,
barber surgeons, purging and the use of leeches – were not always successful. When
Jenner discovered vaccination (1798), there was a lot of opposition to his methods.
As science and technology developed in later centuries, there was continued
opposition: although penicillin had been discovered in the late C19th, it took a very
long time for Fleming to prove its worth (1928) and then to make it commercially
viable, through mass production (1942).
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.
Award 8 marks for a very good chronological coverage with accurate supporting
detail OR a differentiation only account with less good coverage.
Eg: When Simpson experimented with the use of chloroform as an anaesthetic from
1847, he had his setbacks. Surgeons opposed it because it was a new and untested
gas. What were the side effects? What doses should be given? When the first death
from the use of chloroform occurred (1848) surgeons became too afraid to use it and
the death gave opponents of anaesthetics powerful evidence of their danger. There
were moral and religious arguments against the use of anaesthetics, too. Similarly,
Lister’s work with antiseptics also met with initial opposition. Carbolic spray cracked
the surgeon’s skin and made everything smell; it was expensive; and it slowed down
the operations. For many centuries surgeons had lived with the belief that a lot of
their patients would die anyway: they refused to believe Lister’s results.
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.
Eg: Many methods of preventing and treating disease have evolved since 1345; each
of them has benefited from earlier discoveries; there have been successes and
failures. By the C20th, there has evolved a general acceptance that these methods can
succeed; they have proved themselves, so that modern techniques like transplant
surgery and hip replacements, for example, now have a huge chance of success.
8
Question 3(a)
Target:
Recall and description of key events and issues (AO i).
Question:
What was slum clearance?
[2]
LEVEL 1
A brief or generalised answer or a single related fact or reference.
Eg: It was clearance of bad housing.
(1)
LEVEL 2
A more detailed and accurate answer with some development OR
two weak but valid points.
(2)
Eg: Slum clearance was the demolition of out-dated, unhealthy housing and its
replacement by more modern housing which was healthier for the public.
Question 3(b)
Target:
Recall and description of key events and issues (AO i).
Question:
Describe the Black Death in the middle ages.
LEVEL 1
Generalised response with a simple single fact or two weak references.
Eg: People had the plague and millions died.
LEVEL 2
More detailed and accurate answer; development of one point for 3 marks;
two developed points for four marks.
(3/4)
Eg: People suffered from two kinds of plague – bubonic, which caused purple
swellings on a person; and pneumonic, which affected a person’s lungs. In either
case, the effect was masses of deaths – 40% in England. People resorted to all kinds
of methods to purge themselves of the Black Death (examples may be given).
[4]
(1/2)
Question 3(c)
Target:
Explanation of key events and issues (AO i).
Question:
Explain how the growth of industrial towns led to public health problems in the
first half of 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.
Eg: Industrial towns were unhealthy and overcrowded because they had grown so
quickly as a result of the Industrial Revolution. Diseases spread quickly in such
crowded conditions.
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.
Eg: Industrial towns like Merthyr Tydfil grew up very quickly, with no planning. The
houses were built as cheaply as possible, with very little ventilation, no running water
and no sanitation. When more houses were required for the industrial workers, they
were often built in the ‘courts’ behind the already existing houses. Sometimes the
houses were built back-to-back, which was unhealthy as there was a lack of
ventilation. These dwellings often housed more than one family. To make matters
worse, water was obtained from street pumps and, due to a lack of toilet facilities,
human waste littered the ground. Cholera spread in such conditions, so that the
growth of industrial towns led to many public health problems in the early C19th.
9
Question 3(d)
Target:
Evaluation and analysis of key events and issues (AO i).
Question:
How important was the work of Edwin Chadwick in improving public health in
the mid-nineteenth century?
[8]
LEVEL 1
Generalised and simplistic response; basic description only.
(1/2)
Eg: He wrote a report showing how bad the conditions of public health were in the
towns.
LEVEL 2
Most;y descriptive answers will appear here.
Apply the following framework:
(3/5)
Award 3 marks for a descriptive response with some support.
Award 4 marks for a good descriptive account OR
a limited attempt to discuss the key issue.
Award 5 marks for a very good descriptive account OR
a reasonable attempt to discuss the key issue.
Eg: Edwin Chadwick was appointed Poor Law commissioner in the 1830s and was
put in charge of the workhouses. People were becoming alarmed at the cholera
epidemics that were happening in Britain and the only place where poor people could
receive medical attention when there was an epidemic was in the workhouse. He
wanted to find out why so many people suffered and he was asked to report on the
living conditions and the health of the poor in both town and country. Chadwick’s
‘Report on the sanitary conditions of the labouring population’ (1842) drew a link
between ill health and the poor conditions in the industrial towns. He believed that
sewers and drains would solve all public health problems. His work was important
because it led to the Public Health Act 1848 and the creation of Boards of Health.
LEVEL 3
Mostly 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.
Eg: Chadwick’s work was very important because it had highlighted the need for
improved public health. However, the measures incorporated into the Public Health
Act 1848 were not compulsory; there was a lot of opposition to the setting up of
Public Health Boards; and in 1854, Chadwick’s Public Health Board was closed
down. Even so, Chadwick had convinced many MPs that his ideas were right and
John Simon continued his work, leading to a changed government attitude and the
1875 Public Health Act.
10
Question 3(e)
Target:
Explanation, analysis and evaluation of key events and issues (AO i).
Question:
Have standards in public health always improved from the middle ages to the
present day?
In your answer you may wish to consider: the attitudes of authorities and individuals,
methods of combating the plague, Victorian health legislation, the changing attitude
of government in the twentieth century, or any other relevant factor.
[10]
LEVEL 1
Brief, generalised, vague answers.
(1/2)
Eg: Yes/no – standards of public health were poor in the middle ages but got better.
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.
Eg: Public health means action taken by governments to improve the health of their
people. Until modern times, governments did not consider that they could or should
be involved with public health. It was expensive and should be the concern of private
individuals or local communities. Standards of public health were therefore variable.
The Black Death in the C14th had shown up the lack of public health awareness; the
Church and the medieval hospitals did what they could to help the public. Nothing
was done to improve public health provision until the impact of industrialisation was
felt after about 1800. Edwin Chadwick was instrumental in getting the Public Health
Act 1848 passed, due to recurring cholera epidemics. A Public Health Board was set
up, but it was abolished in 1854.
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.
Award 8 marks for a very good chronological coverage with accurate supporting
detail OR a differentiation only account with less good coverage.
Eg: There had been a lot of opposition to Chadwick’s public health reforms but a
breakthrough came in 1875 when the Public Health Act of that year finally forced
local authorities to provide clean water, proper drainage and sewers, and to appoint
Medical Officers of Health. In 1876, laws were passed against the pollution of rivers;
in 1909, overcrowded back-to-back housing was banned; in 1919, local authorities
were required to build new houses for the working classes; and, in 1930, a five-year
slum clearance programme was begun. Public health improvements were now going
on apace.
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.
Eg: 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. The post-Second World War governments highlighted
‘squalor’ in their programme of social reform. Today, we accept without question
high standards of public health.
GCSE MS - Paper 19 - Health and Medicine (Summer 2007)/ED
04/09/2007
11
Welsh Joint Education Committee
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