Mark Scheme

Summer 2019

Pearson Edexcel International GCSE

In History (4HI1/01) Paper 1: Depth Studies
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Summer 2019
Publications Code: 4HI1_01_1906_MS
All the material in this publication is copyright
© Pearson Education Ltd 2019
General Marking Guidance

• All candidates must receive the same treatment. Examiners

must mark the first candidate in exactly the same way as they
mark the last.
• Mark schemes should be applied positively. Candidates must
be rewarded for what they have shown they can do rather than
penalised for omissions.
• Examiners should mark according to the mark scheme not
according to their perception of where the grade boundaries
may lie.
• There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
• All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if
the answer matches the mark scheme. Examiners should also
be prepared to award zero marks if the candidate’s response
is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded and
exemplification may be limited.
• When examiners are in doubt regarding the application of the
mark scheme to a candidate’s response, the team leader must
be consulted.
• Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.
 Generic level descriptors for Paper 1
Question (a)

Target: AO4 (6 marks): Analyse and evaluate historical interpretations in the

context of historical events studied.

Level Mark Descriptor

0 No rewardable material.

1 1–2 • Simple, valid comment is offered about an impression.

or
• Simple comprehension of the extract is shown by the selection or
paraphrase of some content to imply an impression.

2 3–4 • Answer offers valid comment that infers an impression.

Comprehension and some analysis of the extract is shown by
selecting material to support the inference.

3
5–6
• Answer explains the impression given, analysing the author’s
selection and treatment of material in the extract to support the
explanation.
Question (b)

Targets: AO1 (4 marks) Demonstrate knowledge and understanding of the key features
and characteristics of the periods studied.

AO2 (4 marks) Explain, analyse and make judgements about historical events
and periods studied using second-order historical concepts.

Level Mark Descriptor

0 No rewardable material.

1 1–2 • Simple comment is offered about consequence(s). [AO2]

• Generalised information about the topic is included, showing limited

knowledge and understanding of the period. [AO1]

2 3–5 • Features of the period are analysed to explain consequences. [AO2]

• Specific information about the topic is added to support the

explanation. [AO1]

Maximum 4 marks for an answer dealing with only one

consequence.

3
6–8
• Features of the period are analysed to explain consequences and to
show how they led to the outcome. [AO2]

• Accurate and relevant information is included to support the

explanation, showing good knowledge and understanding of the
required features or characteristics of the period studied. [AO1]

No access to Level 3 for an answer dealing with only one

consequence.
Question (c)

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of the key features
and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about historical events
and periods studied using second-order historical concepts.

Level Mark Descriptor

0 No rewardable material.

1 1–4 • A simple or generalised answer is given, lacking development and

organisation. [AO2]

• Limited knowledge of the topic is shown. [AO1]

• The overall judgement is missing or asserted. [AO2]

2 5–8 • An explanation is given, showing limited analysis and with implicit

links to the conceptual focus of the question. It shows some
development and organisation of material but a line of reasoning is
not sustained. [AO2]

• Accurate and relevant information is added, showing some

knowledge and understanding of the period. [AO1]

• The overall judgement is given but its justification is asserted or

insecure. [AO2]

Maximum 6 marks for Level 2 answers that do not go beyond two

aspects.

3
9–12
• An explanation is given, showing some analysis that is mainly
directed at the conceptual focus of the question. It shows a line of
reasoning that is generally sustained, although some passages may
lack coherence and organisation. [AO2]

• Accurate and relevant information is included, showing good

knowledge and understanding of the required features or
characteristics of the period studied. [AO1]

• The overall judgement is given with some justification, but some

criteria selected for the required judgement are left implicit or not
validly applied.[AO2]

Maximum 10 marks for Level 3 answers that do not go beyond two

aspects.
4
13–16
• An analytical explanation is given that is directed consistently at
the conceptual focus of the question, showing a line of reasoning
that is coherent, sustained and logically structured. [AO2]

• Accurate and relevant information is precisely selected to address the

question directly, showing wide-ranging knowledge and
understanding of the required features or characteristics of the period
studied. [AO1]

• Criteria for the required judgement are justified and applied in the
process of reaching the overall judgement. [AO2]

No access to Level 4 for answers that do not go beyond two aspects.

Depth Studies
1: The French Revolution, c1780–99

Question
1 (a)
What impression does the author give about the Terror in
France?

You must use Extract A to explain your answer.

Target: AO4 (6 marks) Analyse and evaluate historical interpretations in

the context of historical events studied.

Marking instructions

Answers must be credited according to candidates’ deployment of material in relation to

the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points may include:
• The author gives the impression that the Terror was excessive.

This is shown by the following:

• The extract says that ‘innocent people suffered unnecessarily’
• The language the author uses, including ‘instructions of fanatical and savage
revolutionaries’, ‘many sentenced on the strength of dubious evidence’
• The author has selected evidence to show the worst aspects of the Terror and how it
affected innocent people with no attempt to explain its purpose.
Question Mark scheme

1 (b) Explain two effects of the Enlightenment on France in the years

1780–87.

Targets: AO1 (4 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (4 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order
historical concepts (consequence).

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only once consequence.

Indicative content
Relevant points may include:
• The problems in France were written about at length, attacking the ancien régime, the
church and corruption and this encouraged people to think about change
• The Enlightenment encouraged members of the nobility to support the need for political
change, e.g. Voltaire and Rousseau
• The Enlightenment provided the ideas that stimulated the French Revolution, e.g.
liberty, freedom of speech and freedom from arbitrary arrest.
Question Mark scheme

1 (c) (i) ‘The war with Austria and Prussia was the main reason for the failure
of the constitutional monarchy in France in the years 1791–92.’

How far do you agree? Explain your answer.

You may use the following in your answer:

• the war with Austria and Prussia
• the King’s flight to Varennes.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points which support the statement may include:
• The war increased distrust in the King as Louis had hoped that war would lead to a
French defeat and an overthrow of the revolutionary government
• The war increased economic problems and food shortages and made the
revolution increasingly extreme and republican
• The increasing threat to Paris from the Austrian and Prussian armies produced a
revolutionary fervour that led to an attack on the Tuileries and the suspension of
the monarchy
• The arrival of new troops to defend Paris (the Fédérés) increased the revolutionary
atmosphere and threatened the status of the constitutional monarchy.
Relevant points which counter the statement may include:
• The attempted flight of the royal family to Varennes in 1791 undermined its
position and there were calls for Louis to stand trial
• It was the radical Convention, elected in September 1792, that legally abolished
the monarchy
• The growing republicanism in Paris and the political clubs predated the war
• The depression in the luxury trades in Paris produced unemployment and
economic misery, which created Sans Culottes radicalism.
Question Mark scheme

1 (c) (ii) ‘Before 1799, the Directory’s main achievement was in dealing with
internal threats.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• dealing with internal threats
• dealing with the economy.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points which support the statement may include:
• The Directory was successful for four years in checking threats posed by the
radical left and the royalist right
• The Directory dealt successfully with physical threats from the left and right, e.g.
Conspiracy of the Equals
• The Directory crushed the revolt in the Vendée.
Relevant points which counter the statement may include:
• The Directory introduced some successful financial measures, e.g. the restoration
of some indirect taxation and a new currency that stabilised the economy
• The Directory prevented government by dictatorship, e.g. members of the
Directory would not be able to sit in either of the two large councils and their
powers were limited
• The Directory ended mass executions, and measures taken against exiled priests
and royalists were relaxed
• The Directory established 196 republics, and the conquered cities and states were
required to send huge amounts of money to France, as well as art treasures
• The Directory benefitted from a new constitution for France (The Constitution of
Year III), which avoided the extremism of the Jacobins and the Sans Culottes and
the conservatism of the royalists and the ancien régime.
Question Mark scheme

2 (a)
What impression does the author give about Garibaldi’s
conquest of Sicily in 1860?

You must use Extract A to explain your answer.

Target: AO4 (6 marks) Analyse and evaluate historical interpretations in

the context of historical events studied.

Marking instructions

Answers must be credited according to candidates’ deployment of material in relation to

the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points may include:
• The author gives the impression that Garibaldi’s conquering of Sicily in 1860 was easy
and successful.

This is shown by the following:

• The extract says that ‘Garibaldi landed in Sicily and encountered very little resistance’.
• The language the author uses, including ‘completely conquered’ and ‘sensational
victory’
• The author has selected evidence to show that even though The Thousand were poorly
armed they conquered Sicily with relative ease and omitted details to show difficulties
or opposition encountered.
Question Mark scheme

2 (b) Explain two effects of the Pact of Plombières on Italy.

Targets: AO1 (4 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (4 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order
historical concepts (consequence).

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only once consequence.

Indicative content
Relevant points may include:
• The Pact of Plombières led to France joining Piedmont in a war against Austria, to drive
Austria out of Italy
• The Pact led to the creation of a Kingdom of Upper Italy covering the provinces of the
north, thereby creating an area of unified Italy
• As a result of the Pact, Piedmont ceded Savoy to France, as the majority of the
population was French speaking.
Question Mark scheme

2 (c) (i) ‘Economic problems were the main reason for revolutions in the Italian
states in 1848.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• economic problems
• the reforms of Pope Pius IX.
You must also use information of your own

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points which support the statement may include:
• Economic problems caused the demand for change, e.g. poor harvests led to food
riots in the north and south
• Under-employment in the textiles industries in the north, resulting in workers
destroying machinery and demanding political change
• In southern areas, e.g. Calabria, land enclosure had taken common land from the
peasantry, which resulted in violence and demand for political change.

Relevant points which counter the statement may include:

• Pope Pius heightened the expectations of liberals for reform by declaring an
amnesty for political offences, releasing some 2000 prisoners from papal gaols
• Press censorship by the church was ended, allowing the creation of a freer press
that encouraged liberal and radical thought and action
• In Sicily uprisings were a reaction to cholera (which killed 65,000 people) leading
to a belief it was in some way connected to Neapolitan misrule and revolutionaries
demanding the re-establishment of the 1812 constitution
• In Lombardy Austrian refusal to respond to agitation for political reform led to ‘The
Five Days of Milan’
• In Naples demonstrations forced Ferdinand to agree to grant a constitution and
this raised expectations amongst liberals throughout the Italian peninsula for
further political change.
Question Mark scheme

2 (c) (ii) ‘Cavour played the most significant role in the development of
Piedmont in the years 1848–54.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• the role of Cavour

• the role of King Victor Emmanuel II.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points which support the statement may include:
• Cavour provided inspiration, insight and leadership that was essential for the
development of Piedmont
• As Minister of Trade and Agriculture, and later the Navy, he oversaw significant
technological improvement that modernised Piedmont
• As Minister of Finance he aimed to balance the books and pursued free trade,
signing treaties with Portugal, France, Britain and Belgium, which ensured
economic and political development
• Cavour oversaw the development of railway building, which he believed would
modernise Piedmont and assist in creating the Italian state.
Relevant points which counter the statement may include:
• At the decisive battles of Magenta and Solferino, Victor Emmanuel commanded the
Piedmontese corps in person to the benefit of Piedmont
• Following the armistice of Villafranca, Victor Emmanuel exercised a valuable
restraint on Cavour, who wanted to continue the war alone which could have been
to the detriment of Piedmont
• Giuseppe Siccardi brought in a series of liberal bills, passed by the Piedmontese
parliament, that controlled the power of the church, without consulting the church,
showing Piedmont’s rulers’ desire to assert state over church
• The Statuto was granted by Charles Albert in March 1848 and this liberal
constitution made Piedmont the centre of liberal thought and Italian nationalism,
as well as a modern liberal state.
3: Germany: development of dictatorship, 1918–45

3 (a)
What impression does the author give about the French
occupation of the Ruhr?

You must use Extract C to explain your answer.

Target: AO4 (6 marks) Analyse and evaluate historical interpretations in

the context of historical events studied.

Marking instructions

Answers must be credited according to candidates’ deployment of material in relation to

the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points may include:
The author gives the impression that the French occupation of the Ruhr was harsh.

This is shown by the following:

• The extract says that ‘the French took the law into their own hands and occupied the
Ruhr’
• The language the author uses, including ‘savagely’ and ‘outraged’
• The author has selected evidence that shows the negative aspects of the occupation
and ignores the fact that the occupation saw the smooth removal of materials to
France and Belgium, which was its main objective.
Question Mark scheme

3 (b)
Explain two effects of the Locarno Treaties on Germany.

Targets: AO1 (4 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (4 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order
historical concepts (consequence).

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one consequence.

Indicative content
Relevant points may include:
• The Locarno Treaties made Germany more secure, as they were a mutual guarantee of
the Franco-German and Belgian-German borders, signed with Britain and Italy as
guarantors
• The Locarno Treaties made Germany feel safe in relation to France as they stated that
all parties agreed not to use force in order to alter the guaranteed borders
• Germany felt as if it was now a respected European nation as the Locarno Treaties
admitted Germany into the League of Nations.
Question Mark scheme

3 (c) (i)
‘Party reorganisation was the main reason why the Nazi
Party survived in the years 1924–28.’

How far do you agree? Explain your answer.

You may use the following in your answer:
• Party reorganisation
• the impact of the Munich Putsch.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points which support the statement may include:
• Bouhler and Schwarz reorganised the Nazi Party by dividing it into regions and this
was crucial to the survival of the Nazi Party
• At the Nuremberg conference, in 1927, unsuitable Gauleiters were replaced and
this strengthened central party organisation and bureaucracy
• The role of Strasser in developing the Nazi Party.
Relevant points which counter the statement may include:
• Hitler used his trial after the Munich Putsch to get national publicity and sympathy
for his ideas and the Nazi Party and this attracted support
• Hitler used his time in prison to reconsider how best to achieve power. He wrote
these ideas in Mein Kampf and they became central to the Nazi Party and aided
the survival of the Party
• The consequent ban on the Nazi Party was weakly enforced and lifted in 1925, and
this enabled the Nazi Party to survive, develop and grow
• The role of Goebbels in his use of propaganda proved to be essential in the
survival of the Nazi Party
• Weaknesses of Weimar government allowed extreme parties such as the Nazis to
gain support.
Question Mark scheme

3 (c) (ii) ‘It was Nazi employment policies that had the most significant impact
on German families in the years 1933–39.’

How far do you agree? Explain your answer.

You may use the following in your answer:

• Nazi employment policies
• Nazi education policies.

You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points which support the statement may include:
• The economic implications of the three ‘Ks’ reinforced the domestic role of the
female within the family
• Educated women lost their professional jobs and their income, e.g. female civil
servants and teachers, and this impacted family income
• Interest free loans gave women the opportunity to stay at home and look after
children and withdraw from the labour market
• Economic policies led to greater employment and this benefitted family prosperity.
Relevant points which counter the statement may include:
• German girls in the League of German Girls (BDM) were educated in their duty to
have Aryan children
• The Nazis moved away from co-educational schools to ensure the different sexes
received their appropriate education, e.g. girls undertook needlework and home
crafts in order to make them homemakers
• Propaganda campaigns raised the status and profile of the family, e.g. the
introduction of the Mother’s Cross
• Between 1933–39 divorce laws gave men more grounds on which they could
divorce spouses, e.g. racial, and this had a significant impact on the family.
4: Colonial rule and the nationalist challenge in India, 1919–47

Question Mark scheme

4 (a)
What impression does the author give about the Cripps
Mission?

You must use Extract D to explain your answer.

Target: AO4 (6 marks) Analyse and evaluate historical interpretations in

the context of historical events studied.

Marking instructions

Answers must be credited according to candidates’ deployment of material in relation to

the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points may include:
• The author gives the impression that the Cripps Mission was unpopular with
everybody.

This is shown by the following:

• The extract says that the Cripps Mission ‘was not what Congress wanted to hear’.
• The language the author uses, including ‘furious’, ‘rejected’ and ‘unimpressed’
• The author has selected evidence to show that the Cripps Mission was widely unpopular
and not given examples of the support it received.
Question Mark scheme

4 (b) Explain two effects of Direct Action on British rule in India.

Targets: AO1 (4 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (4 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order
historical concepts (consequence).

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only once consequence.

Indicative content
Relevant points may include:
• It led to communal violence as the authorities lost control, e.g. in Calcutta the streets
were controlled by the Muslim League, which reduced British authority
• Both the British and Congress blamed Jinnah for calling the Direct Action Day and the
Muslim League was seen as responsible for stirring up the Muslim nationalist sentiment
that led to further violence
• Wavell was unable to get Congress and the Muslim League to call a halt and, against
this background, Wavell agreed to appoint Nehru as Prime Minister of an interim
government.
Question Mark scheme

4 (c) (i) ‘The impact of the First World War on India was the main reason for
the growth of nationalism in the years 1919–20.’

You may use the following in your answer:

• the impact of the First World War

• the Amritsar Massacre.

You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points which support the statement may include:
• India had poured men and materials into the war effort, and contributed financially
through taxation and this led a growing desire for self-governance
• India’s war effort led Congress to talk openly about self-government and
generated nationalistic feeling
• The war saw the Muslim League and Congress bury their differences as the
annulment of the partition of Bengal led the League to believe Britain would not
recognise Muslims and this led to growing nationalism
• India’s contribution to the war meant the Government of India Act (1919) was a
huge disappointment and this led to growing nationalism.
Relevant points which counter the statement may include:
• The Hunter Report (1920) on Amritsar and the vindication of Dyer further fuelled
growing Indian nationalism, as the British authorities were seen as complicit
• The Government of India Act created the Dyarchy, which divided power in the
provinces and accepted separate electorates, which was a major step in the
Muslim cause
• The Rowlatt Acts included trial without jury, censorship and house arrest, and
were seen as Britain exerting authority and gave rise to growing nationalism
• The Rowlatt Acts alienated a wide range of Indian public opinion and fuelled
growing nationalism.
Question Mark scheme

4 (c) (ii) ‘It was Gandhi who made the most significant contribution to the
challenge to British rule in India in the years 1927–39.’
How far do you agree? Explain your answer.
You may use the following in your answer:

• Gandhi

• Jinnah.

You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.
The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points which support the statement may include:
• Gandhi used the Salt Marches to promote the idea of British power and oppression
and gain support for the challenge to British rule
• Gandhi organised a second phase of civil disobedience to challenge British rule,
e.g. boycotting foreign cloth, non-payment of taxes, which the Raj found difficult
to stop without appearing to be oppressive
• Gandhi attended The Second Round Table Conference symbolising national unity
and further encouraged support for the ending of British rule.
Relevant points which counter the statement may include:
• Jinnah was responsible for the ’14 points’, the basis of a new constitution for
India, which signposted stepping stones that challenged British rule
• Jinnah worked hard to try to bring Congress and the Muslim League together on
an agreed path that challenged British rule
• As Congress President (1929) Nehru called for complete Indian independence from
the British Raj and instigated civil disobedience to challenge British rule
• Congress victories in the 1937 elections were significant as they vindicated
Nehru’s idea of challenging British rule in favour of creating a secular national
state
• The effect of the declaration of war against Germany by Britain on India without
consulting the provincial ministries resulted in Congress withdrawing
representatives and encouraging disobedience to challenge British rule.
5: Dictatorship and conflict in the USSR, 1924–53

Question Mark scheme

5 (a) What impression does the author give about Trotsky’s suitability to be
leader of the USSR?

You must use Extract E to explain your answer.

Target: AO4 (6 marks) Analyse and evaluate historical interpretations in

the context of historical events studied.

Marking instructions

Answers must be credited according to candidates’ deployment of material in relation to

the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points may include:
The author gives the impression that Trotsky’s claims were impressive.

This is shown by the following:

• The extract says that Trotsky ‘had substantial claims to the leadership’
• The language used by the author, including ‘brilliant’, ‘clever’ and ‘enthusiastic
support’
• The author has selected evidence to show that Trotsky had played a significant role in
establishing communism in the USSR, and has not included evidence of his
limitations, e.g. his perceived arrogance, or Menshevik background.
Question Mark scheme

5 (b) Explain two effects of the German invasion during the Second World
War on the Soviet people.

Targets: AO1 (4 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (4 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order
historical concepts (consequence).

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one consequence.

Indicative content
Relevant points may include:
• The German invasion wrought significant damage on the USSR, e.g. partial and even
complete destruction of hundreds of towns and cities, thousands of villages, and
millions dead
• The German invasion led to the USSR adopting a policy of ‘total war’, and the
prioritisation of war production over consumer goods resulted in consumer living
standards being reduced by 40 per cent of pre-war standards
• The response to the invasion exacerbated already difficult working conditions, e.g. an
increase in the proportion of farm labouring done by hand as the production of tractors
effectively ceased, and factory work saw 12 to 18 hour shifts, seven days a week.
Question Mark scheme

5 (c) (i) ‘The main reason for the purges of the 1930s was Kirov’s
murder.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• Kirov’s murder
• Stalin’s insecurity.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one reason.

Indicative content
Relevant points which support the statement may include:
• Kirov’s murder was the immediate pretext for the purges, hunting down the secret
‘Trotskyite-Zinovievite’ terror group supposedly behind the assassination
• The testimony of Kirov’s assassin, Leonid Nikolayev, implicated political leaders such
as Kamenev and Zinoviev, who became victims of the purges
• Kirov’s murder led to changes to the law, with a decree issued the day after depriving
the accused of rights to defence and appeal
• Kirov’s popularity, such as his topping the poll to elect the Central Committee in the
‘Congress of Victors’ in 1934, may have motivated both Stalin’s desire to have Kirov
assassinated and undertake a wider purge.
Relevant points which counter the statement may include:
• Stalin’s insecurity meant that he believed he still had many enemies, e.g. former
rivals from the Civil War period were seen as a threat as they knew the truth about
his rise to power, and Lenin’s view of him
• Stalin feared that organisations such as the Red Army and secret police had too much
independent power, and may serve as bases for possible plots and assassination
attempts
• The purges were motivated by a desire to remove old Bolsheviks who, in Stalin’s eyes
at least, had not been sufficiently converted to his form of socialism, and thus the
purges were purifying the Communist Party by exterminating old ideals
• Economic motivations behind the purges may include allowing Stalin to blame
economic problems on political enemies acting as ‘wreckers’, such as the charges of
economic sabotage against the accused in the Menshevik Trial of 1931.
Question
5 (c) (ii) ‘The main consequence of Stalin’s policies on life in the Soviet Union
was that they led to a decline in living conditions.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• a decline in living conditions
• the persecution of ethnic minorities.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one consequence.

Indicative content
Relevant points which support the statement may include:
• Targets under the Five-Year plans prioritised primary and heavy industry, and thus
there was little focus or incentive to produce the consumer goods, resulting in a
declining standard of living
• There was a decline in the purchasing power of workers, with even official estimates
suggesting that in 1937 real wages were only 66 per cent of their 1928 levels
• Housing provision became more inadequate to meet the changing demands of the
urban population, e.g. the vast majority of households had one room, and lacked
basic facilities such as electricity, running water or sewerage
• Living conditions for the peasantry declined, e.g. those forced onto kolkhoz faced
famine, and harsh conditions contributed to the estimated 17 million who left the
countryside to work in towns and cities.
Relevant points which counter the statement may include:
• Ethnic minorities such as Poles, Latvians, Chechens, Kurds and Germans experienced
mass deportation in the 1930s and 1940s, with estimates of over 40 per cent of those
deported in the 1940s dying as a result of disease, mistreatment or malnutrition
• Stalin believed Islam was a barrier to Soviet development, and imposed harsh policies
on the Central Asia republics, e.g. cultural repression, the persecution of religious
leaders, and significant mass deportations during the war years
• Certain key workers did see improvements in wages and treatment, e.g. specialist
factory workers, engineers, managers and Stakhanovites did better
• There were improvements in healthcare, e.g. the socialised system of healthcare
covered millions who had not been able to access medical care before, with
improvements in hospital care and the treatment of infectious diseases.
6: A world divided: superpower relations, 1943–72

Question Mark scheme

6 (a) What impression does the author give about relations between the
allies at the Tehran Conference?

You must use Extract F to explain your answer.

Target: AO4 (6 marks) Analyse and evaluate historical interpretations in

the context of historical events studied.

Marking instructions

Answers must be credited according to candidates’ deployment of material in relation to

the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points may include:
The author gives the impression that there were significant difficulties in relations.

This is shown by the following:

• The extract says that there was strain over the opening up of a Second Front
• The language used by the author, including ‘key tension’, ‘severe losses’, ‘urgent
necessity’ and ‘suspicious’
• The author has selected evidence to show reasons for tension in the different needs
and priorities of the USSR from those of Britain and the USA, and has not included
examples such as the agreements over Poland and the war against Japan.
Question Mark scheme

6 (b) Explain two effects of the thaw in relations between the USA and THE
Soviet Union from 1963 on the Cold War.
Targets: AO1 (4 marks) Demonstrate knowledge and understanding of
the key features and characteristics of the periods studied.

AO2 (4 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order
historical concepts (consequence).

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one consequence.

Indicative content
Relevant points may include:
• Improved relations after the Cuban Missile Crisis led to the establishment of the
telephone ‘hotline’ between the leadership of the USA and Soviet Union
• As a result of the thaw in relations, treaties were signed limiting the testing and spread
of nuclear weapons, e.g. the Partial Test Ban Treaty (1963) and Non-Proliferation
Treaty (1968), reducing the dangers suggested by Mutually Assured Destruction
• By 1972, the USA and USSR had negotiated some limits to the growth of their nuclear
capabilities, e.g. the SALT 1 limits on strategic ballistic missiles, reducing the need for
both sides to spend vast sums on defence.
Question Mark scheme

6 (c) (i) ‘The main reason for the development of the Cold War, in
the years 1945–49, was the actions of the Soviet Union in
Eastern Europe.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• Soviet actions in Eastern Europe
• the Truman Doctrine.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one reason.

Indicative content
Relevant points which support the statement may include:
• Stalin’s role in the failure to follow through with promises made during the wartime
conferences to allow non-communists into government in Poland strained relations
between the USA and USSR
• Soviet support led to the setting up of communist regimes in several Eastern
European nations against the electorate’s wishes, e.g. Rakosi had established himself
as the dictator of Hungary by 1949, heightening Cold War fears over Europe
• The growth of satellite states under Soviet influence prompted warnings and the
threat of reprisals from the West, e.g. Churchill’s ‘Iron Curtain’ speech and the issuing
of the Truman Doctrine in 1947
• The establishment of Soviet-dominated organisations such as Cominform and
Comecon contributed to the division of Europe into two power blocs, increasing
tension.
Relevant points which counter the statement may include:
• The input of western politicians and diplomats in the ‘war of words’ contributed to an
escalation of tension, e.g. Churchill’s ‘Iron Curtain’ speech provoked a reaction from
Stalin
• Truman’s actions in 1947 marked a decisive shift in the USA’s approach, e.g. raising
the Truman Doctrine’s promise of support to nations to contain the spread of
communism
• In giving billions of dollars of aid to the 16 OEEC nations, the Marshall Plan
exacerbated the divide between Eastern and Western Europe, and further strained
relations between the Soviets and the USA
• Practical disagreements over Germany had an impact on the relations, e.g. the
merging of the allied zones and new currency angered Stalin.
Question Mark scheme

6 (c) (ii) ‘The most significant development in the Cold War, in the 1950s, was
the Soviet invasion of Hungary.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• the Soviet invasion of Hungary
• the nuclear arms race.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one development.

Indicative content
Relevant points which support the statement may include:
• By ending the most significant internal challenge to Soviet control of Eastern Europe
in the period, the invasion demonstrated that the Soviet Union would act firmly to
defend the Warsaw Pact and ensured the continuation of communist control
• The response to the Soviet invasion demonstrated that the US accepted that existing
communist nations within Eastern Europe were within a Soviet sphere of influence in
which it would not intervene
• The Soviet invasion of Hungary had a negative impact on attitudes towards
communist rule, e.g. significant numbers of resignations of members of communist
parties in Western Europe, and c200,000 Hungarians subsequently went into exile
• Protest and popular rising against communist rule in Eastern Europe, such as in
Poland and the actual uprising in Hungary, were significant in demonstrating the lack
of genuine support for communism in the Eastern Bloc.
Relevant points which counter the statement may include:
• The Korean War had a major impact on relations, as a major step in the spread of
the Cold War into Asia, and also demonstrated the potential of China and the role of
organisations such as the UNO
• Khrushchev’s attempts to reshape communist control with deStalinisation, and
improving relations with the West through attempts to achieve peaceful coexistence
• The development of the arms race was significant, with both the USA and USSR
developing thermonuclear weapons by 1953, with concerns on both sides over the
relative strength of their military capabilities
• There were significant developments in the military alliances during the 1950s, which
had wider implications for the Cold War, e.g. West Germany joining NATO raised
concerns within the Soviet Bloc, prompting the formation of the Warsaw Pact.
7: A divided union: civil rights in the USA, 1945–74

Question Mark scheme

7 (a) What impression does the author give about the impact of Senator
McCarthy?
You must use Extract G to explain your answer.

Target: AO4 (6 marks) Analyse and evaluate historical interpretations in

the context of historical events studied.

Marking instructions

Answers must be credited according to candidates’ deployment of material in relation to

the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points may include:
• The author gives the impression that McCarthy had an unfairly damaging impact.

This is shown by the following:

• The extract says that ‘most of those named were investigated and cleared’
• The language used by the author, including ‘gripped’, ‘infamous’ and ‘Honourable
men… unfairly accused’
• The author has selected evidence to show that McCarthy used his position to carry out
witch-hunts and ‘name names’, but has omitted examples of actual communist
espionage that was uncovered.
Question Mark scheme

7 (b) Explain two effects of the Watergate scandal on US politics.

Targets: AO1 (4 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (4 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order
historical concepts (consequence).

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only once consequence.

Indicative content
Relevant points may include:
• The Watergate scandal increased Congressional control of the Executive and its
agencies, as Congress passed laws on freedom of information, openness in government
and campaign finance
• The impeachment of Nixon and his subsequent resignation as a result of the scandal
weakened the prestige and authority of the office of the presidency
• The scandal boosted the Democratic Party, increasing its control of the Senate and
Congress in the 1974 mid-terms, and contributing to Carter’s presidential victory in
1976.
Question Mark scheme

7 (c) (i) ‘Martin Luther King was the individual who made the biggest
contribution to the civil rights movement in the 1950s and 1960s’.
How far do you agree? Explain your answer.

You may use the following in your answer:

• Martin Luther King
• Malcolm X.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points which support the statement may include:
• Martin Luther King’s abilities as a powerful and charismatic public speaker drew
national attention throughout the period, e.g. Montgomery in 1955–56 and
Washington 1963
• King’s abilities as an organiser had an impact on the success of campaigns, through
his leadership of MIA, the formation of the SCLC and demonstrations such as
Birmingham, Washington and Selma
• King’s non-violent approach helped win over both key political figures such as
Kennedy, as well as white voters, e.g. with the dignity and peaceful protest
demonstrated at the Washington march
• Under King, the SCLC contributed significantly, by helping over 430,000 black
Americans register to vote in the southern states in the 20 months after the Civil
Rights Act was signed in July 1964.
Relevant points which counter the statement may include:
• Elijah Muhammad and Malcolm X, as the most prominent figures in the Nation of
Islam, developed black militancy and nationalism in response to the perceived failure
to address conditions in Northern ghettos
• Malcolm X’s split from the Nation of Islam to establish his own organisation can be
seen as broadening his influence beyond the Northern ghettos (e.g. through
moderating his views on whites) while continuing to inspire a more radical view
• Stokely Carmichael, as leader of SNCC, and Floyd McKissick, as chairman of CORE,
developed the Black Power movement and worked with radical white organisations in
the anti-draft campaign (Vietnam)
• Some civil rights leaders criticised the approach King encouraged, arguing it was
acceptance of and deference to white-dominated society, with measures such as the
Civil Rights Act falling far short of genuine equality.
Question Mark scheme

7 (c) (ii) ‘The main reason for the growth of protest movements in the years
1962–74 was the war in Vietnam.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• war in Vietnam
• the Berkeley Free Speech Movement.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only once consequence.

Indicative content
Relevant points which support the statement may include:
• Opposition to the Vietnam War united a diverse range of protest movements,
including the New Left, Students for a Democratic Society, the Berkeley Free Speech
Movement and elements of the black civil rights movement
• Students for a Democratic Society organised protest marches, burned draft cards,
held debates and highlighted both the morality of the war, and the impact it had on
the USA, e.g. taking money away from LBJ’s Great Society programmes
• The war in Vietnam prompted the then biggest peace demonstration in US history,
with over 200,000 demonstrating in New York in April 1967, including Martin Luther
King
• Anti-war feeling saw the formation of The Resistance, organising an anti-draft
campaign that culminated in a 100,000 strong march on the Pentagon in 1967, with
the two-day confrontation contributing to decreasing public support for the war.
Relevant points which counter the statement may include:
• Protests such as the Berkeley Free Speech Movement were a reaction against a range
of concerns beyond the Vietnam War, including civil rights and the students’ own
perceived injustice at their treatment at the hands of authorities
• Students for a Democratic Society developed the Port Huron Statement (1962)
condemning racism, poverty and the Cold War generally. They advocated a society
where politicians, corporations and the military had less power
• The National Organisation for Women was founded in 1966 because of a need for
action to create equality, partly as a result of the failure of the government to enforce
the gender-equality provisions of the Civil Rights Act of 1964
• Radical feminism emerged from a generation of women who had been educated, who
offered intellectual substance to challenge cultural and social inequality; some reacted
to finding themselves treated as second-class status within other protest movements.
8: South Africa: from union to the end of apartheid, 1948–94

Question Mark scheme

8 (a) What impression does the author give about the consequences of PW
Botha’s reforms?
You must use Extract H to explain your answer.

Target: AO4 (6 marks) Analyse and evaluate historical interpretations in

the context of historical events studied.

Marking instructions

Answers must be credited according to candidates’ deployment of material in relation to

the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Indicative content
Relevant points may include:
The author gives the impression that Botha’s reforms had negative consequences.

This is shown by the following:

• The extract says that they ‘did not work’, and that they provoked opposition from a
range of groups
• The language used by the author, including ‘violently’, ‘horrific’ and ‘ungovernable’
• The author has selected evidence to show problems caused by the reforms, such as
divisions amongst Black Africans.
Question Mark scheme

8 (b) Explain two effects of the Pass System on the black population.

Targets: AO1 (4 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (4 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order
historical concepts (consequence).

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one consequence.

Indicative content
Relevant points may include:
• Pass laws restricted the majority of Black Africans from leaving the reserves
• The enforcement of pass laws created resentment amongst Black Africans, e.g. regular
confrontations with police over issues such as stop and search
• Legal enforcement of pass laws led to around three million people being given criminal
convictions.
Question Mark scheme

8 (c) (i) ‘In the years 1955–78, the ANC provided the most significant
resistance to apartheid.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• the ANC
• Black Consciousness.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one feature.

Indicative content
Relevant points which support the statement may include:
• The ANC made a significant contribution by providing organisation to opposition in the
years from 1955, e.g. the Congress of the People and the 1957 bus boycott
• The ANC’s Freedom Charter served as a programme of demands, calling for rights
such as the vote, the freedom to associate and equality before the law
• In exile, the ANC had significant success in recruiting international opposition against
the South African regime, e.g. the support Oliver Tambo gained at the UN
• The ANC had success in recruiting members after the Soweto Uprising of 1976, e.g.
those joining training camps in exile in Swaziland.
Relevant points which counter the statement may include:
• The ANC’s shift to more militant resistance had limited direct impact on the apartheid
regime, and leaders such as Nelson Mandela and Walter Sisulu were out of action
after being found guilty in the Rivonia trial in 1964
• Examples of civil disobedience, such as Sharpeville and Langa, and the violent
reprisals they faced, prompted international criticism and the establishment of more
militant groups such as MK (Spear of the Nation)
• Black Consciousness was significant in organising student and youth opposition to
apartheid, e.g. the 1976 Soweto Youth Uprising
• Black Consciousness gave intellectual coherence to resistance, directly attacking
acceptance of inferiority and rejecting ideas such as homelands.
Question Mark scheme

8 (c) (ii) ‘The main reason for the repeal of apartheid in 1991 was the role
played by FW de Klerk.’
How far do you agree? Explain your answer.

You may use the following in your answer:

• FW de Klerk
• the impact of international opposition.
You must also use information of your own.

Targets: AO1 (7 marks) Demonstrate knowledge and understanding of

the key features and characteristics of the periods studied.

AO2 (9 marks) Explain, analyse and make judgements about

historical events and periods studied using second-order historical
concepts.

Marking instructions
Answers must be credited according to candidates’ deployment of material in relation to
the qualities outlined in the generic level descriptors, given at the beginning of this mark
scheme.

The indicative content below is not prescriptive and candidates are not required to include
all the material which is indicated as relevant. Other relevant material not suggested
below must also be credited.

Maximum 4 marks for an answer dealing with only one reason.

Indicative content
Relevant points which support the statement may include:
• De Klerk was significant as the first leader who accepted that apartheid would have to
end completely and be replaced by black majority rule, and so released Mandela and
made the ANC and other previously banned parties legal
• Building on previous secret talks with exiled leaders, de Klerk began formal
negotiations between the government and the ANC, and later through CODESA and
the MPNF, leading to the ratification of the new constitution in 1993
• De Klerk took steps to steer the negotiating process through difficulties, e.g. the
referendum of 1992 to diffuse white opposition, and signing the Record of
Understanding to restart negotiations with the ANC.
Relevant points which counter the statement may include:
• De Klerk’s actions were driven by circumstances, with the situation in South Africa
having worsened, both in townships and in the impact on white South Africa, e.g.
increased violence, the state of emergency, strikes, and government repression
• White South Africans increasingly came to see the regime as unfeasible in the long-
term, e.g. despite media controls, they were aware of increasing problems in the
townships and the lack of legitimacy of black allies in government
• The ANC played a significant role in demonstrating peaceful transition could be
possible, e.g. it presented itself as a moderate party, absorbed many of the opposition
supporters from the disbanded UDF and MDM, and worked closely with CONTRALESA
• The ending of the Cold War had an impact, insofar as it meant communist influence
amongst opposition groups was perceived to be less of a threat, while also weakening
implicit western support for South Africa as a bulwark against regional communism
• The impact of trade sanctions and disinvestment, along with the economic costs of
maintaining the apartheid regime, had weakened the economy and contributed to
elements of the government and white population recognising the need for change.