Mark Scheme

Summer 2022

Pearson Edexcel International

GCSE in History (4HI1/2B)

Paper 2: Investigation and Breadth

Studies
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June 2022
Publication Code: 4HI1_2B_2206_MS
All the material in this publication is copyright
© Pearson Education Ltd 2022
General marking guidance
• All candidates must receive the same treatment. Examiners must mark the last
candidate in exactly the same way as they mark the first.
• 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.
• All the marks on the mark scheme are designed to be awarded. Examiners should
always award full marks if deserved. Examiners should also be prepared to award
zero marks if the candidate’s response is not worthy of credit according to the mark
scheme.
• 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.

How to award marks

Finding the right level
The first stage is to decide which level the answer should be placed in. To do this, use a
‘best-fit’ approach, deciding which level most closely describes the quality of the answer.
Answers can display characteristics from more than one level, and where this happens
markers must use their professional judgement to decide which level is most appropriate.
Placing a mark within a level
After a level has been decided on, the next stage is to decide on the mark within the level.
The instructions below tell you how to reward responses within a level. However, where a
level has specific guidance about how to place an answer within a level, always follow that
guidance.
Markers should be prepared to use the full range of marks available in a level and not
restrict marks to the middle. Markers should start at the middle of the level (or the upper-
middle mark if there is an even number of marks) and then move the mark up or down to
find the best mark. To do this, they should take into account how far the answer meets the
requirements of the level:
• If it meets the requirements fully, markers should be prepared to award full marks
within the level. The top mark in the level is used for answers that are as good as
can realistically be expected within that level
• If it only barely meets the requirements of the level, markers should consider
awarding marks at the bottom of the level. The bottom mark in the level is used for
answers that are the weakest that can be expected within that level
• The middle marks of the level are used for answers that have a reasonable match to
the descriptor. This might represent a balance between some characteristics of the
level that are fully met and others that are only barely met
Generic Level Descriptors for Paper 2
SECTION A Question (a)

Targets: AO1 (6 marks): Demonstrate knowledge and understanding of the key features
and characteristics of the periods studied.

Level Mark Descriptor

0 No rewardable material.

1 1–2 • Simple, valid comment is offered about feature(s) with limited or

no supporting information

2 3–4 • Features of the period are identified and information about them is
added.

Maximum 3 marks for an answer dealing with only one

feature.

3
5-6
• Features of the period are explained showing good knowledge and
understanding of the period studied.

Section A: Question (b)

Target: AO3 (8 marks): Use a range of source material to comprehend, interpret and
cross-refer sources.

Level Mark Descriptor

0 No rewardable material.

1 1–2 • Answers make simple valid comment that identifies agreement or

difference but with limited source use. Simple comprehension of the
source material is shown by the extraction or paraphrase of some
content.

2 3–5 • Answer offers valid comment that identifies agreement and/or

difference, using sources. Comprehension and some analysis of the
sources is shown by the selection and use of material to support a
comparison.

Both agreement and disagreement must be identified for 5

marks.

3
6-8
• Answer provides an explained evaluation of the extent of support.
The sources are cross-referred and comparisons used to support
reasoning about the extent of support.
 Section A: Question (c)

Targets: AO3 (10 marks) Use a range of source material to comprehend, interpret and
cross-refer sources.

AO4 (6 marks) Analyse and evaluate historical interpretations in the context of

historical events studied.

Level Mark Descriptor

0 No rewardable material.

1 1–4 • Answers offers simple, valid comment to agree with or counter the
interpretation.
• Limited analysis of the provided materials is shown by selection and
inclusion of some detail in the form of simple paraphrase or direct
quotation.
• Generalised contextual knowledge is included and linked to the
evaluation.

2 5-8 • Answers offers valid comment to agree with or counter the

interpretation.
• Some analysis is shown in selecting and including details from the
provided materials to support this comment.
• Some relevant contextual knowledge is included and linked to the
evaluation.
• An overall judgement is given but it’s justification is insecure or
undeveloped and a line of reasoning is not sustained.

3
9-12
• Answer provides an explained evaluation, agreeing or disagreeing
with the interpretation.
• Good analysis of the provided materials is shown, indication
differences and deploying this to support the evaluation.
• Relevant contextual knowledge is used directly to support the
evaluation.
• An overall judgement is given with some justification and a line of
reasoning is generally sustained.

4
13-16
• Answer provides an explained evaluation reviewing alternative
views in coming to a sustained judgement.
• Precise analysis of the provided materials is shown, indicating
differences, and deploying this material to support the evaluation.
• Relevant contextual knowledge is precisely selected and used
directly to support the evaluation.
• An overall judgement is justified and the line of reasoning is
coherent, sustained and logically structured.
Section B Question (a)

Targets: AO1 (2 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 similarity(ies)/difference(s).

[AO2]
• Generalised information about the topic is included, showing limited
knowledge and understanding of the period. [AO1]

2 3–4 • Similarities/differences are explained. [AO2]

• Specific information about the topic is added to support the
explanation [AO1]

Maximum 3 marks for an answer dealing with only one

similarity/difference.

3 • Similarities/differences are explained, making explicit comparisons

5-6 [AO2]
• Specific information about both periods is added to support the
comparison [AO1]

Section B: 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 cause(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 causes. [AO2]

• Specific information about the topic is added to support the
explanation. [AO1]

3 6-8 • Features of the period are analysed to explain causes 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]
Section B: 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

aspects prompted by the stimulus points.

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

aspects prompted by the stimulus points.
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 aspects

prompted by the stimulus points.
SECTION A: Historical Investigation

A1: The origins and course of the First World War, 1905-18

Question
A1 (a) Describe TWO features of EITHER the system of alliances and
ententes before 1914 OR the Allied drive to victory (July-November
1918).

AO1 (6 marks): Demonstrate knowledge and understanding of

the key features and characteristics of the periods 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 guidance

For example, for the system of alliances and ententes before 1914:
• The system of alliances and ententes before 1914 was created by secret treaties
signed between the Great Powers. The alliances and ententes detailed the
assistance to be given to others in the agreement if they were attacked
• The Triple Alliance was made up of Germany, Austria-Hungary and Italy, while the
Triple Entente involved Britain, Russia and France. These were the two different
‘sides’ at the outbreak of the First World War.

For example, for the Allied drive to victory (July-November 1918):

• The Allied drive to victory was a series of offensives undertaken by French, British
and American troops that ended the First World War. The first offensive was the
Battle of Soissons, on the Western Front, in July 1918
• During the Battle of Amiens in August, the German lines began to collapse. Allied
troops broke through the Hindenburg Line of German defences in September,
leaving Germany open to invasion.
Question
A1 (b) How far does Source A support the evidence of Source B about Germany’s
actions at the start of the Second Moroccan Crisis (1911)?
Explain your answer.

Target: AO3 (8 marks) Use a range of source material to comprehend,

interpret and cross-refer sources.

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.
Both agreement and disagreement must be identified for 5 marks.

Indicative content
Points of agreement may include:
• The sources agree Germany sent an armed naval vessel (‘gunboat’, ‘warship’) to the
port of Agadir at the start of the Second Moroccan Crisis
• The sources agree that Germany’s actions were planned in advance – Source A refers
to already having encouraged German businessmen to complain, while Source B
states that the ‘plan’ was ‘carefully thought out’
• The sources agree that Germany’s actions were motivated by business interests –
Source A refers to the desire to keep a rich ‘mining and agricultural area’ and Source
B to the need ‘to protect their businessmen’.

Points of difference may include:

• Source B refers to Germany’s actions being motivated by the possibility of dividing
‘Britain and France’ – this is not mentioned in Source A.

Points regarding extent may include:

• There is some difference in emphasis between Sources A and B with regard to the
reasons why Germany acted as it did at the start of the Second Moroccan Crisis
• The sources strongly agree that Germany planned in advance to send a gunboat to
Agadir at the start of the Second Moroccan Crisis.
Question
A1 (c) Extract C suggests that Germany’s intervention in Morocco in 1911 was mainly
for economic reasons.

How far do you agree with this interpretation?

Use Extract C, Sources A and B and your own knowledge to explain your
answer.

Targets: AO3 (10 marks) Use a range of source material to comprehend,

interpret and cross-refer sources.

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 which support the view may include:

• Source A and Extract C refer to Germany’s intervention in Morocco as being
motivated by ‘mining’ and other economic ambitions
• Sources A and B state that Germany intervened to protect German businessmen in
Morocco
• Extract C indicates that Germany desired ‘a better share of the economic riches’ in
Morocco
• Germany was determined to build an empire so it could enjoy the same economic
benefits as other imperial powers. The Crisis ended when it was compensated with
land elsewhere in Africa and German business interests in Morocco were guaranteed.

Relevant points which counter the view may include:

• Source A suggests that the protection of German businessmen in Morocco was
simply an excuse for German intervention
• Source B indicates that Germany’s intervention was in order to destroy Anglo-French
friendship
• Extract C refers to French doubts about Germany’s real intentions and the fear in
Britain that Germany’s intervention in Morocco was part of a strategy to ‘achieve
European domination.’
• Many in France and Britain believed Germany’s aim was to destroy their political and
military cooperation initiated by the Entente Cordiale. Britain feared that Germany’s
actions in Morocco were a threat to its navy in the Mediterranean.
A2: Russia and the Soviet Union, 1905-24

Question
A2 (a) Describe TWO features of EITHER Nicholas II’s attitude to the first
four dumas OR opposition to the NEP.

AO1 (6 marks): Demonstrate knowledge and understanding of

the key features and characteristics of the periods 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 guidance

For example, for Nicholas II’s attitude to the first four dumas:
• Nicholas II’s attitude to the first four dumas was one of resentment and
obstruction. Nicholas accepted a duma after the Revolution of 1905-06 but did not
approve of it
• Nicholas believed that the dumas were a challenge to his autocratic power
Nicholas introduced measures that reduced the powers and influence of the third
and fourth dumas.

For example, for opposition to the NEP:

• Opposition to the NEP was present in the Bolshevik Party from its introduction in
1921. Many Bolsheviks believed that the re-introduction of ‘capitalist’ ideas was a
betrayal of the Revolution
• Leading figures like Trotsky were opposed to the re-introduction of private trade
and the loosening of state control in the NEP. The conspicuous prosperity of the
‘NEPmen’ and the ‘kulaks’ was unpopular.
Question
A2 (b) How far does Source A support the evidence of Source B about the problems
facing the Provisional Government?
Explain your answer.

Target: AO3 (8 marks) Use a range of source material to comprehend,

interpret and cross-refer sources.

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.

Both agreement and disagreement must be identified for 5 marks.

Indicative content
Points of agreement may include:
• The sources agree that a problem for the Provisional Government was that it did not
have total support in Russia – Source A describes the Soviet as an alternative
authority in Russia and Source B refers to opposition from the Bolsheviks
• The sources agree that handling the war was a problem for the Provisional
Government – Source A states that its ‘military’ orders were subject to the approval
of the Soviet and Source B that the people should oppose its conduct of the war.

Points of difference may include:

• Source A only identifies the Provisional Government’s ‘military’ decisions as being
subject to challenge whereas Source B states that it must be opposed in all matters
(‘completely’)
• Source B states that the Provisional Government should hand over power entirely to
the Soviets – this is absent from Source A.

Points regarding extent may include:

• Sources A and B differ about the extent to which the Provisional Government should
be obeyed
• The sources strongly agree a major problem for the Provisional Government was that
it did not have the full support of the Russian people, especially with regard to its
handling of the war.
Question
A2 (c) Extract C suggests that the biggest problem facing the Provisional Government
was that it lacked authority.

How far do you agree with this interpretation?

Use Extract C, Sources A and B and your own knowledge to explain your
answer.

Targets: AO3 (10 marks) Use a range of source material to comprehend,

interpret and cross-refer sources.

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 which support the view may include:

• Sources A states that the authority of the Provisional Government over ‘military’
matters was to be shared with the Petrograd Soviet
• Source B indicates that the authority of the Provisional Government was under threat
from radical opposition groups like the Bolsheviks
• Extract C refers to the Provisional Government’s lack of electoral legitimacy and to
accusations that it represented mainly the interests of the rich
• The Provisional Government only assumed power upon the Tsar’s abdication and
delayed elections because of the war. Increasingly, divisions with the Soviet
weakened the authority of the Provisional Government.

Relevant points which counter the view may include:

• Sources A indicates that the Provisional Government’s authority was challenged only
on military matters and suggests that its decisions were obeyed on all others
• Sources A and B refer to Russia’s involvement in the First World War, which caused
major problems for the Provisional Government
• Extract C refers to the many economic problems faced by the Provisional
Government, including shortages of basic goods and inflation
• The Provisional Government faced major problems because the war forced it to delay
the demands of the people for radical change. Some of the changes it did introduce
(e.g. the relaxation of censorship, industrial reform) only added to its problems.
A3: The USA, 1918-41

Question
A3 (a) Describe TWO features of EITHER flappers in the 1920s OR the
opposition of the Supreme Court to the New Deal.

AO1 (6 marks): Demonstrate knowledge and understanding of

the key features and characteristics of the periods 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 guidance

For example, flappers:

• A feature of flappers was that they did not dress in the traditional way. They had
shorter skirts, wore make up and bobbed and coloured their hair

• A feature of flappers was that they challenged the traditional image of women.
They behaved independently, for example going on dates without chaperones.

For example, the opposition of the Supreme Court to the New Deal:

• A feature of the Supreme Court’s opposition to the New Deal was that it involved
striking down New Deal legislation, for example, in the Sick Chicken Case, the
Court said the NRA had too much power

• A feature of the Supreme Court’s opposition to the New Deal was that Roosevelt
threatened to appoint new judges who would be more sympathetic to his policies.
Question
A3 (b) How far does Source A support the evidence of Source B about
Sacco and Vanzetti? Explain your answer.
Target: AO3 (8 marks) Use a range of source material to comprehend,
interpret and cross-refer sources.

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.
Both agreement and difference must be identified for 5 marks.

Indicative content
Points of agreement may include:

• The sources agree that Sacco and Vanzetti did not hide their political beliefs. Source
A says they admitted to being communists and Source B says the same thing
• The sources agree that the trial was not ‘fixed’. Source A says it was a thoroughly fair
trial and Source B says the authorities didn’t stage a trial just to find them guilty.

Points of difference may include:

• Source B says that the trial revolved around them being the ‘reddest of Reds’,
whereas Source A says the trial had ‘nothing to do with redness’
• Source B says that Sacco and Vanzetti stood no chance of being found not guilty
whereas Source A suggests they ‘had a thoroughly fair trial’.

Points regarding extent may include:

• There is some agreement between Sources A and B about the political background of
the trial
• The sources strongly disagree about the reasons why the men were on trial.
Question
A3 (c) Extract C suggests that that Sacco and Vanzetti were
convicted because they were foreigners. How far do you agree
with this interpretation?

Use Extract C, Sources A and B and your own knowledge to explain your
answer.

Targets: AO3 (10 marks) Use a range of source material to comprehend,

interpret and cross-refer sources.

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 which support the view may include:

• Source A mentions that people were saying the two men might have been tried as
‘Reds’. Communism was considered un-American
• Source B suggests that Sacco and Vanzetti were behaving in an un-American way
and that counted against them
• Extract C suggests that being a foreigner in the 1920s meant you weren’t treated
with respect
• There was a growth in opposition to immigration at this time, with laws passed to
establish quotas restricting it. This shows the prevailing anti-foreigner context in
which the trial took place.

Relevant points which counter the view may include:

• Source A suggests that the trial was fair and that every consideration was given to
Sacco and Vanzetti. So, they received a fair trial despite being foreigners
• Source B refers to how Sacco and Vanzetti stood no chance of being found not guilty
because Americans at the time were frightened by their political beliefs, not their
nationality
• Extract C says that there was ‘massive support’ for the two men. That implies that
many Americans were not bothered by their nationality
• There was so much public concern about the case that the Governor of
Massachusetts set up an independent inquiry, which found that the two men were
guilty.
A4: The Vietnam Conflict, 1945-75

Question
A4 (a) Describe TWO features of EITHER life in South Vietnam under Ngo
Dinh Diem OR Hearts and Minds.

AO1 (6 marks): Demonstrate knowledge and understanding of

the key features and characteristics of the periods 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 guidance

For example, for life in South Vietnam under Ngo Dinh Diem:
• Life in South Vietnam under Ngo Dinh Diem was characterised by rigged elections,
government corruption and nepotism. Diem heavily favoured the Catholic minority
of South Vietnamese over the Buddhist majority
• Diem introduced land reforms to reduce rents and improve cultivation. He
attempted to stop Vietcong infiltration in rural areas through the Strategic Hamlet
Programme.

For example, for Hearts and Minds:

• Winning Hearts and Minds was a strategy used by the USA in order to win the
popular support of the South Vietnamese people. It was complementary to
winning the war against communism by conventional means, i.e. by military force
• Keeping the South Vietnamese people safe and secure from Vietcong infiltration
was vital to the Hearts and Minds strategy. Social improvements were used by the
United States to win Hearts and Minds, e.g. road building and electrification.
Question
A4 (b) How far does Source A support the evidence of Source B about the results of the
Tet Offensive?
Explain your answer.

Target: AO3 (8 marks) Use a range of source material to comprehend,

Interpret and cross-refer sources.

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.
Both agreement and disagreement must be identified for 5 marks.

Indicative content

Points of agreement may include:

• The sources agree that the Tet Offensive was a setback for the Vietcong – Source A
states that it ‘failed to achieve its objectives’ while Source B describes it as a ‘great
defeat’
• The sources agree that many Vietcong guerrillas were killed during the Tet Offensive
– Source A states that ‘a third’ of its forces were killed while Source B states that it
suffered ‘great losses’.

Points of difference may include:

• Source B refers to the ability of the Vietcong to regroup in Cambodia following the Tet
Offensive where the US army were forbidden from following – this is not mentioned in
Source A
• Source A states that the Vietcong ‘still had the power’ to wage war in South Vietnam
following Tet whereas Source B refers to it being ‘almost destroyed’ and needing
‘years’ to rebuild.

Points regarding extent may include:

• There is some difference between Sources A and B concerning the ability of the
Vietcong to continue fighting after the Tet Offensive
• The sources strongly disagree that the Tet Offensive was a failure for the Vietcong
and that its forces suffered heavy losses.
Question
A4 (c) Extract C suggests that the defeat of the Tet Offensive was not a victory for
the USA.

How far do you agree with this interpretation?

Use Extract C, Sources A and B and your own knowledge to explain your
answer.

Targets: AO3 (10 marks) Use a range of source material to comprehend,

interpret and cross-refer sources.

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 which support the view may include:

• Source A states that the Vietcong still had the capacity to fight on after Tet and
suggests that the US Army was forced to prioritise the defence of South Vietnamese
cities at the expense of rural areas
• Source B states that Vietcong fighters retreated into Cambodia where they were safe
from further US attacks and could still pose a threat
• Extract C indicates that the Tet Offensive had a considerable effect on public opinion
in the USA and weakened the desire of the US people to fight on
• The Tet Offensive was so damaging to the US government that President Johnson
eventually decided not to stand again. Though the Vietcong was badly damaged, the
North Vietnamese army continued to launch offensives throughout 1968.

Relevant points which counter the view may include:

• Source A indicates that the US Army maintained control of South Vietnam despite
‘the enemy’s massive offensive.’
• Sources A and B, and Extract C, provide evidence of the considerable losses suffered
by Vietcong guerrillas during the Tet Offensive – Source B and Extract C indicate that
the Vietcong was weakened for years as a result
• Extract C states that, as a result of the Tet Offensive, North Vietnam agreed to take
part in peace talks
• The US Army won a number of clear victories over the communists during the Tet
Offensive, e.g. at Hue. The amount of communist-held territory in South Vietnam was
greatly reduced and recruitment to the Vietcong dropped considerably.
A5: East Germany, 1958-90

Question
A5 (a) Describe TWO features of EITHER economic problems in the 1980s
OR Gorbachev’s visit to the GDR in October 1989.

AO1 (6 marks): Demonstrate knowledge and understanding of

the key features and characteristics of the periods 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 guidance

For example, for economic problems in the 1980s:
• Economic problems in the 1980s included the shortage of consumer goods
available to GDR citizens. The planned economy was inefficient and produced high
volumes of shoddy and expensive products that were impossible to sell
• High defence and welfare spending placed great pressure on the finances of the
GDR government. In the 1980s, the government cut social welfare benefits, sold
Soviet oil abroad and took out loans from the FRG to rescue the economy.

For example, for Gorbachev’s visit to the GDR in October 1989:

• Gorbachev visited the GDR in October 1989 to mark the fortieth anniversary of the
creation of East Germany. He was greeted enthusiastically by crowds of young
East Germans hoping he would support reform of the political system
• During his visit, Gorbachev urged Honecker to reform and refused him the support
of the Soviet Union to crush anti-government demonstrations in the GDR.
Honecker stepped down less than two weeks after Gorbachev’s visit.
Question
A5 (b) How far does Source A support the evidence of Source B about women in the
GDR? Explain your answer.

Target: AO3 (8 marks) Use a range of source material to comprehend,

Interpret and cross-refer sources.

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.
Both agreement and disagreement must be identified for 5 marks.

Indicative content
Points of agreement may include:
• The sources agree that women in the GDR were responsible for looking after the
home and children – Source A refers to ‘their duties as mothers and housewives’
while Source B states that in the home, ‘the main burden is carried by women’
• The sources agree that many women in the GDR work – Source A refers to ‘women in
work’ while Source B states that childcare must be improved so that ‘women can still
go out to work’.

Points of difference may include:

• Source A suggests that men are unsympathetic to the difficulties facing women in the
GDR (‘instead of helping women’) while Source B refers to men ‘sharing domestic
responsibilities’
• Source B refers to the granting of equal legal rights to women in the GDR – this is
absent in Source A.

Points regarding extent may include:

• There is some difference between Sources A and B about the level of sympathy and
support given to women in the GDR by men
• The sources strongly agree that women in the GDR faced the dual ‘burden’ of having
to work, and take on the responsibilities of child-raising and the home.
Question
A5 (c) Extract C suggests that the lives of women in the GDR had improved enormously
by 1987.

How far do you agree with this interpretation?

Use Extract C, Sources A and B and your own knowledge to explain your
answer.

Targets: AO3 (10 marks) Use a range of source material to comprehend,

interpret and cross-refer sources.

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 which support the view may include:

• Source A suggests that party leaders were aware of the difficulties facing women in
the GDR and were anxious to address discrimination (‘men invent reasons that are
supposed to prove…’)
• Source B refers to the attainment by women of ‘equal legal rights’ in the GDR and to
the need to do more to assist them (‘to enable…rights’, ‘to improve childcare’)
• Extract C refers to the improvements made to family benefits and allowances in the
GDR and to other legal gains (‘entitled to one day off work…household duties.’)
• The Family Code of 1966 provided for a woman’s right to control her own life, e.g.
widening access to divorce. The policy of equal rights for women was driven both by
socialist ideology and the economic imperative that more women should work.

Relevant points which counter the view may include the following:
• Sources A and B refer to the dual burden facing many women in the GDR of having
both to work and take on responsibility for looking after children and the home
• Source A refers to the discriminatory attitudes faced by some women in work in the
GDR (‘women have less understanding…business problems.’)
• Extract C states that many women in the GDR were trapped in ‘low-skill jobs’ and
suggests that they were passed over for promotion
• The support for the family provided by the state was mainly targeted at mothers,
preserving the traditional idea of women as homemakers. Despite legal equality,
women still faced discrimination in work and no woman ever sat in the Politburo.
SECTION B: Breadth Studies in Change

B1: America: from new nation to divided union, 1783–1877

Question Mark scheme

B1 (a) Explain TWO ways in which attitudes to federal government
before Shays’ Rebellion (1786) were different from attitudes
to federal government after Shays’ Rebellion. (6)

Targets: AO1 (2 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 (similarity/difference).

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 3 marks for an answer dealing with only one difference

Indicative content

Relevant points may include:

• A difference was the attitude to the power of the federal government. After Shays’
rebellion there was an acceptance that there should be an increase in the power of the
federal government to allow it to take measures against further uprisings
• A difference was the attitude towards a national constitution. Before Shays’ rebellion
there was some opposition to a national constitution as it would undermine the rights
of individual states. After the rebellion there was greater support for one.
Question Mark scheme
B1 (b) Explain TWO causes of Custer’s defeat in the Battle of the Little Bighorn
(1876).

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 (causation).

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 cause.

Indicative content:

Relevant points may include:

• A cause was Custer not following orders. His orders were to locate the Sioux
encampment and wait for reinforcements but instead Custer launched a surprise
attack
• A cause was that Custer’s forces were heavily outnumbered. Custer did not realise
that he was facing a force of three thousand Sioux warriors
• A cause was Custer’s decision to force-march his men through the mountains. His
troops and horses were exhausted before the battle started.
Question Mark scheme

How significant was the Louisiana Purchase for the Westward

B1 (c) (i) expansion of the United States in the years 1803-61?
You may use the following in your answer:
• the Louisiana Purchase (1803)
• the California Gold Rush (1849).

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 that indicate the Louisiana Purchase was significant may include:

• The Purchase doubled the size of the USA. It brought nearly a million square miles
of territory into the Union and meant that Westward migration was easier. Settlers
had free access to the Mississippi River and the strategic port of New Orleans
• The Purchase removed the threat of having a powerful France, under Napoleon,
dominating the Mississippi River and access to the Gulf of Mexico
• The Purchase led to open conflict with the Native Indian tribes. They had not been
consulted and, in time, they were removed from lands east of the Mississippi,
culminating in the Trail of Tears.

Relevant points that suggest the significance was limited may include:

• The Purchase was controversial with many opposing it, saying that Jefferson had
overstepped his authority and federalists being particularly opposed and trying to
block the Purchase
• During the California Gold Rush, hundreds of thousands of migrants poured into
California, bringing rapid economic growth and prosperity. The significant increase
in population and infrastructure allowed California to qualify for statehood in 1850
• The Indian Removal Act, (1830) allowed Jackson to forcibly move Native
Americans to pre-planned areas in the West and allow more settlers into the area
• Mexican opposition to US expansion into Florida, California and Texas was ended
by the Treaty of Guadelupe Hidalgo in 1848, removing an obstacle to expansion
• Tension with the British ended as a result of the establishment of the 49th parallel
as the border in the West between the USA and British Canada in 1842 and Polk’s
agreement over the borders of Oregon in 1846.
Question
B1 (c) (ii) How far was the Civil War the key turning point in settling
the issues created by slavery in the years 1850-77?

You may use the following in your

answer:
• the Compromise of 1850
• the Civil War.
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 that suggest the Civil War was the key turning point may include the
following:

• The Civil War brought to an end the long-running disputes between free-soilers
and those who wanted to expand slavery into new states
• Lincoln’s statement in 1863, that one of his primary objectives in fighting the war
was to end slavery, meant that a victory for the North ensured slavery would end
• The Civil War enabled the adoption of the 13th,14th and 15th Amendments, ending
slavery forever in the United States and consequently settling the issue.

Relevant points that suggest the Civil War was not the key turning point may include the
following:

• The bitterness created during the fighting made it more difficult to settle future
disputes, especially as the South saw measures such as the Emancipation
Proclamation as an attack on its way of life
• The 1850 Compromise was significant because it established the principle that
Congress could make laws regarding slavery
• The Kansas-Nebraska Act, in effect, repealed the Missouri Compromise of 1820 by
allowing white male settlers in those territories to determine, through popular
sovereignty, whether they would allow slavery
• The establishment of the Freedmen’s Bureau, providing advice on education and
employment for former slaves, showed the government’s commitment to ending
slavery
• Racial discrimination and segregation continued after the Civil War, with many
Black Americans still living as ‘virtual’ slaves.
B2: Changes in medicine, c1848-c1948

Question
B2 (a) Explain TWO ways in which surgery in 1905 was different from surgery
in 1920.
Targets: AO1 (2 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 (similarity/difference).

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 3 marks for an answer dealing with only one difference.

Indicative content
Relevant points may include:
• A difference was the provision of blood for operations. In 1905, it was not possible to
store blood but, by 1920, blood could be stored for up to 4 weeks
• A difference was improvements in techniques. In 1905, skin grafts were often rejected
by the body but, by 1920, due to the development of the pedicle tube, skin grafts were
more successful.
Question
B2 (b) Explain TWO causes of the development of penicillin in the years
1920-48.
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 (causation).

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 cause.

Indicative content:
Relevant points may include:
• Penicillin developed due to the work of Fleming, which identified the ability of penicillin
mould to kill bacteria without harming cells
• Penicillin developed due to Florey refusing to patent the drug, meaning further
development costs did not rise
• Penicillin developed due to the funding of Florey’s research by the US government,
which enabled him to develop methods to mass produce the drug.
Question
B2 (c) (i) How far did medical treatment change in the years 1848-75?

You may use the following in your answer:

• hospitals
• antiseptics.
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 that suggest that there was a change may include:
• Hospitals became cleaner, and nurses better trained, due in part to the work of
Florence Nightingale
• Infirmaries were opened, allowing a wider range of people to have access to a
doctor
• Elizabeth Garrett-Anderson becoming the first female doctor and member of the
BMA opened the doors for more women to become doctors
• Chloroform was used to provide pain relief for childbirth
• Developments of antiseptics including the carbolic spray invented by Joseph
Lister reduced the risk of cross-infection.

Relevant points that suggest change was limited may include:

• Herbal remedies and cure-alls continued to be popular treatments, especially for
those who could not afford to pay for a doctor
• All Doctors continued to be male. Most people still had to pay to see a doctor,
limiting the numbers of people who had access to medical treatment
• Koch’s work allowed for the identification of micro-organisms responsible for
various diseases, but few treatments were developed for specific illnesses.
Question
B2 (c) (ii) How far did public health provision change in the years 1848-75?
You may use the following in your answer:
• the Public Health Act (1848)
• the work of Snow.
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 that suggest that there was a change may include:
• Snow’s work demonstrated the link between cholera and infected water, which
led to local authorities enacting improvements
• Bazalgette’s sewer system in London, which was in place by 1865, meant that
sewage was dealt with in a way that would stop it damaging public health
• The work of Pasteur and the development of germ theory led to a wider
acceptance of the link between water and disease. The evidence served to
encourage town councils to take action on polluted water
• The 1866 Sanitary Act ensured that towns had to employ inspectors to check on
water supplies and drainage
• The 1875 Public Health Act made local authorities responsible for sewerage,
housing, clean water and street lighting.

Relevant points that suggest change was limited may include:

• Despite some changes in public health provision, the overcrowding of towns
made it difficult for improvements to take effect
• The 1848 Public Health Act had limited impact as local authorities were not
compelled to put the suggestions into action, and its terms were temporary
• Many scientists clung to the bad air theory and the limited scientific evidence of
other theories meant it was difficult to persuade local politicians of the need to
enforce public health changes.
B3 Japan in transformation, 1853–1945

Question
B3 (a) Explain TWO ways in which Japan’s economy in 1919 was
different from Japan’s economy in 1931. (6)

Targets: AO1 (2 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 (similarity/difference).

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 3 marks for an answer dealing with only one similarity.

Indicative content
Relevant points may include:

• In 1919, Japan was enjoying an economic boom with high rates of growth and
inflation but, in 1931, there was low growth and economic depression
• In 1919, Japan made money from selling silk abroad. However, the impact of the
Great Depression meant that, in 1931, silk exports collapsed.
Question
B3 (b) Explain TWO causes of the modernisation of Japan in the years
1853-95.
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 (causation).

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 cause.

Indicative content:

Relevant points may include:

• The Perry Mission brought about an enforced opening up of Japan leading to an

acceptance of western ideas
• The fall of the Tokugawa led to the Meiji Restoration with a more modern approach
to industrialisation and culture
• The Meiji Constitution modernised the way Japan was governed by establishing
clear limits on the power of the executive branch and the Emperor. It also created
an independent judiciary and granted civil rights and civil liberties.
Question
B3 (c) (i) How far did Japanese society change in the years 1912-45?

You may use the following in your answer:

• the Taisho Democracy
• Konoe’s New Order.

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 that suggest there was change may include the following.

• In the Taisho Democracy, a greater openness and desire for representative

democracy took hold. Literary societies, mass-audience magazines, and new
publications flourished. There was a thriving music, film, and theatre culture

• In the late 1920s, Japanese society became more fearful of attacking the
inequitable system of private property. The Public Security Preservation Law
(1925) limited free speech

• Society became more willing to support totalitarianism and militarism. From

1928, Tenko encouraged business corporations to work with political leaders in
a ruthless campaign against the left

• Japanese society became more insular as government cultural policies during

the war in Southeast Asia closely reflected the spirit of Konoe’s New Order. The
state sought to expel Anglo-American cultural, fashion and sporting influences

• The war in Southeast Asia (1938-45) changed Japanese society. War work, as
well as rationing that caused black markets in commodities and jobs, gradually
led to a deeply-divided society by the time of the Japanese surrender.

Relevant points that suggest that change was limited may include the following.

• A similarity was that Japanese society remained elitist, with deference to the
Emperor and the perfect woman still considered as a ‘good wife, wise mother’

• Attempts to achieve equality were generally resisted by right-wing politicians

and militarists. Despite the Election Law, wealthy men continued to dominate
politics
• Basic freedom continued to be restricted, e.g. censorship of the press.
Question
B3 (c) (ii)
How far was war responsible for Japan’s emergence as a
world power in the years 1895-1945?

You may use the following in your answer:

• industrial revolution in the Meiji period
• expansion of the Japanese empire.

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 that support the given factor may include the following.
• In 1904-05, the Japanese defeated Russia. This was the first defeat of a
European power by an Asia country and established Japan as an emerging
power
• As a result of its participation in the First World War, Japan gained German
territories in the Pacific. These became major Japanese strongholds in the
Second World War
• During the 1930s, Japan adopted a policy of militarism, which resulted in the
annexation of Manchuria and the acquisition of Chinese territory in the Sino-
Japanese Wars
• After the attack on Pearl Harbour, Japan completed its formation of the Great
East Asia Co-Prosperity Sphere by occupying large areas of Asia.

Relevant points that that challenge the given factor may include the following.

• War was not that significant because, in the Treaty of Versailles, the Allies made
it clear that they did see Japan as an equal partner. This was also seen in the
Washington Naval Agreement
• War ultimately destroyed Japanese power with the defeat in the Second World
War, after the dropping of the two atomic bombs
• Japan’s emergence as a world power was based on the industrial revolution that
took place in the Meiji period. The government built railways, improved roads
and used over 3000 Western teachers to improve education
• Diplomacy played a significant role in Japan’s emergence, as witnessed in the
Anglo-Japanese Treaty, the Treaty of Versailles, the Washington Naval
Agreement and the Tripartite Agreement.
B4: China: conflict, crisis and change, 1900–89

Question
B4 (a)
Explain TWO ways in which the role of women in China in
1949 was different from the role of women in China in 1963.

Targets: AO1 (2 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 (similarity/difference).

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 3 marks for an answer dealing with only one difference.

Indicative content
Relevant points may include:

• A difference was that women had more social rights in 1963 than they had in 1949. In
1949, women had few rights. In 1963, they had equal rights to request a divorce and
they were allowed rights to own, buy and sell property
• A difference was that women were more involved in politics. In 1949, women played
little part in politics. In 1963, they were officially encouraged to participate in politics at
national and local levels.
Question
B4 (b)
Explain TWO causes of student unrest in China in the years
1986-89.

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 (causation).

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 cause.

Indicative content:
Relevant points may include:

• Students were unhappy because they lived in poor conditions and had to pay high
rents. They also had poor job prospects. They blamed this, and the high prices of
commodities, on government policies
• Deng’s rejection of democracy angered students and led to protests. Prof Fang Lizhi
used student protest to open up academia with western style freedoms of speech and
the press, but Deng Xiaoping cracked down on this causing further resentment
• The resignation, and later death, of Hu Yaobang led to the Tiananmen Square
demonstrations.
Question
B4 (c) (i)
How far did the influence of the Soviet Union in China
change in the years 1921-89?

You may use the following in your answer:

• the United Front
• the Sino-Soviet split.

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 that suggest that there was change may include:

• Soviet influence began to grow in the early 1920s when Mikhail Borodin helped
reorganise the GMD. It also encouraged the CCP (which it financed) to co-operate
with the GMD in the United Front against the warlords
• Soviet influence declined in the 1920s and 30s because Mao wanted a rural-based
revolution, whereas the Soviet Union preferred a communist revolution in the
cities. This lost the CCP support
• Soviet influence grew when Japan’s intervention in Manchuria and eastern China
resulted in the Soviet Union providing military equipment to support both the GMD
and the CCP
• After the CCP won the civil war Soviet influence increased significantly. As a result
of the 1950 Treaty, the Soviet Union provided loans and ‘advisers’ and helped
China develop nuclear energy
• Relations between Mao and the Soviet Union broke down in the late 1950s.
Khrushchev called the GLF ‘foolish’ and failed to provide promised nuclear
hardware. Mao criticised the Soviet Union, resulting in the Sino-Soviet split.

Relevant points that suggest that change was limited may include:

• Throughout the 1920s and 1930s, the Soviet Union continued to give its support
to the Chinese government, believing that the Guomindang was most likely to
succeed in bringing anti-Western revolutionary change to China
• Soviet influence in China was consistent throughout the period as it sought to find
the most effective way to bring about a communist revolution in the country. This
support continued after 1949 by supplying advisers for the first Five-Year Plan
• The poor relations between the Soviet Union and Chinese leaders after Mao
meant that there was little change in Soviet influence, which remained limited
throughout the period 1960-89.
Question
B4 (c) (ii)
How far was the First Five-year Plan the key turning point in
changing China’s economy in the years 1949-89?

You may use the following in your answer:

• the first Five-year Plan
• Deng’s economic 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 that indicate the key turning point may include:

• The first Five-year Plan led to China’s urban population becoming heavily
involved in construction and production in factories and three times as many
women in the workforce, resulting in significant increases in production
• The first Five-year plan saw the arrival of Soviet assistance with 10000
economic advisors provided. Soviet assistance allowed China to produce nuclear
energy to power its industry, which was very important
• The first Five-year Plan suggested that the communist system was more
effective than the capitalist system it replaced and won Mao support for further
industrial reform.

Relevant points that indicate limited significance as a turning point may include:

• The first Five-year Plan was not as effective as sometimes suggested. Some
figures were exaggerated and it also led Mao to believe that anything could be
achieved if the will to succeed existed
• The Great Leap Forward transformed China’s infrastructure with the building of
giant bridges, canals and dams and initially there were huge rises in the
production of coal, wood, fertiliser and cement
• The Cultural Revolution was important in that it created chaos and led to a
significant decline in the Chinese economy. Industrial production for 1968
was 12 percent below that of 1966
• The Sino-Soviet split had a major impact on the economy. The removal of
Soviet advisers meant a loss of economic expertise and over 200 projects were
cancelled, thus undermining the Plan as a turning point.
• A transformation in China’s economy came under Deng with an open-door
policy and Special Economic Zones, coupled with privatisation and
westernisation. These reintroduced the profit motive.
B5: The changing role of international organisations: the league and the UN, 1919-
c2011

Question
B5 (a) Explain TWO ways in which the work of the refugee commission of the
League was similar to the work of the United Nations High Commission
for Refugees.
Targets: AO1 (2 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 (similarity/difference).

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 3 marks for an answer dealing with only one similarity.

Indicative content
Relevant points may include:
• A similarity was that both organisations provided critical emergency care for displaced
people. After the First World War, POWs were repatriated by the refugee commission
and, in 1949, the UNHCR established the UNRWA to support Palestinian refugees
• A similarity was that both organisations helped people who wished to settle elsewhere.
By 1936, 36 000 Armenian refugees had been resettled and in the 1970s, the UNHCR
agreed an orderly departure programme with the Vietnamese government.
Question
B5 (b) Explain TWO causes of the success of the League of Nations in Upper
Silesia in 1921.
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 (causation).

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 cause.

Indicative content:
Relevant points may include:
• The League divided Upper Silesia in a way that was acceptable to both countries
• The League did not ignore the result of the plebiscite that had been set up to ensure
self-determination
• The two powers involved were not significant in the organisation of the League and
neither was strong enough to challenge the League.
Question
B5 (c) (i) How far did the International Organisations’ approach to
peacekeeping change in the years 1930-64?

You may use the following in your answer:

• Abyssinia (1935-36)
• the Korean War (1950-53)
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 that suggest there was a change may include:
• The speed of the response of the international organisations changed. In
Manchuria it took a year for the report to be written and any action taken,
whereas in Korea the response of the UN was swift
• The League used economic sanctions to change the behaviour of an aggressor,
such as Italy in Abyssinia, whereas the UN did not use them in either Korea or
the Congo
• The international organisations’ use of force changed, with the UN armed forces
used in Korea to restore peace to the country
• The involvement of the international organisations in the internal affairs of
countries changed. The UN became involved in the internal affairs of the Congo
in order to maintain peace, which had not happened previously.

Relevant points that suggest that change was limited may include:
• The aim of the international organisations was consistently to restore and
maintain peace in troubled areas
• The peacekeeping role of the international organisations remained difficult due
to the inability to reach agreement between members of the Council and
Security Council
• Both the League and the UN concerned themselves with ameliorating the
consequences of conflict by addressing the plight of refugees in countries where
people had been displaced due to conflict
• The UN continually used resolutions to enable peacekeeping efforts to take
place.
Question
B5 (c) (ii) How far did the involvement of the Great Powers in the
international organisations change in the years 1935-73?

You may use the following in your answer:

• Abyssinia (1935-36)
• Palestine
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 that suggest there was a change may include:
• The ability of the Great Powers to be able to act changed as the USA and the
USSR were better funded and more able to provide financial support for the
international organisations than Britain and France had been
• The USA was able to get the UN to take military action against an aggressor in
the Korean War of 1950, whereas Great Britain and France were unable to get
the League to take military action in the 1930s
• The Cold War meant the USA and the USSR often opposed each other within the
Security Council, whereas Great Britain and France generally agreed over
decisions in the League
• The Six-Day War and the Yom Kippur War showed that the USA and the USSR
were prepared to send troops to the region which they had previously avoided.

Relevant points that suggest change was limited may include:

• The veto allowed Japan to prevent action being taken against it in Manchuria
and the USA and the USSR frequently used the veto to prevent action being
taken by the UN
• The self-interest of the Great Powers was always paramount. The self-interest
of Britain and France prevented action being taken over Abyssinia, and the Cold
War interests of the USA and the USSR led to vetoes
• Britain and France maintained their important positions, being on the Council of
the League and permanent members of the Security Council of the UN
• The Great Powers used their influence outside of the international organisations
to try to solve conflicts, e.g. the Hoare Laval Pact and during the Yom Kippur
War.
B6: The changing nature of warfare and international conflict, 1919-2011

Question
B6 (a) Explain TWO ways in which air warfare the Six-Day War (1967) was
different from air warfare in the Iraq War (2003).
Targets: AO1 (2 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 (similarity/difference).

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 3 marks for an answer dealing with only one difference.

Indicative content
Relevant points may include:
• A difference was the use of drones in the Iraq War, which were used to target Iraqi
anti-aircraft bases, whereas, drones were not used in the Six-Day War
• A difference was the initial targets. During the Iraq War, initial air attacks targeted
Iraqi leaders and intelligence bases, whereas in the Six-Day War, the target of air
attacks were the airfields of the Egyptian, Syrian and Jordanian air forces.
Question
B6(b) Explain TWO causes of the success of guerrilla tactics in the Vietnam
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 (causation).

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 cause.

Indicative content:
Relevant points may include:
• Guerrilla fighters in Vietnam were given support by the local peasants who
considered the fighters to be protecting their interests
• Knowledge and understanding of the jungles of South Vietnam. The Vietcong had
good knowledge and understanding of the terrain and the people, thus helping them
to make life more difficult for the US soldiers
• The USA had less experience or knowledge of guerrilla/jungle warfare carried out by
the Vietcong.
Question
B6 (c) (i) How far did land warfare change in the years 1919-45?
You may use the following in your answer:
• gas
• Blitzkrieg.
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 that show change may include:
• The use of air support helped land warfare to become much swifter. By 1940,
Hitler’s blitzkrieg tactics showed the effectiveness of combined arms tactics
• In 1919, tanks were seen as being useful for close support of the infantry in
battle but, by 1940, blitzkrieg tactics saw tanks being used as part of a rapid
attack with the support of air power
• Technological developments in radio communications led to a big change in the
effectiveness of land attacks, which relied on excellent co-ordination between
air and land troops
• In 1919, heavy artillery was seen as being useful as a weapon of attack but, in
the Second World War, it was used as a defensive weapon to protect harbours
and coastal fortifications as the speed of warfare decreased its effectiveness
• The use of motorised vehicles such as motorbikes and jeeps became vital to the
success of land battles, as can be seen with Blitzkrieg.

Relevant points that show change was limited may include:

• Gas continued to be used after the end of the First World War in places such as
Abyssinia
• Change in the use of tanks was slow and the speed and power of tanks was not
evident until the start of the Second World War, e.g. in the Spanish Civil war
tanks were too few in number to make a significant difference
• The effectiveness of land warfare throughout the period depended on large
numbers of soldiers on the ground.
Question
B6 (c) (ii) How significant were technological developments in changing the
arms race in the years 1945-2000?
You may use the following in your answer:
• intercontinental ballistic missiles
• arms limitation talks
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 that they were significant may include:
• By 1953, both the USA and the USSR had the technology to develop a hydrogen
bomb, which was 2500 times more powerful than the atomic bomb dropped on
Hiroshima
• In 1957, technological development allowed for the development of the ICBM, which
allowed nuclear warheads to be delivered by missiles from afar rather than by plane
• The development of Polaris allowed nuclear warheads to be delivered from the sea,
giving greater range
• MIRVS were developed, which allowed multiple targeting from one launch

Relevant points that significance was limited / other factors were more significant may
include:
• The huge cost of nuclear developments and the arms race pushed both the USA
and the USSR into arms reduction talks in the 1970s. This led to the SALT
agreements
• The development of the idea of SDI, taking nuclear warfare into space, made it
impossible for the USSR to keep up with the USA financially, so helping to end the
arms race.
• The collapse of the Soviet Union in 1991 led to an ideological shift, which
reduced the need for a nuclear arms race
• The INF Treaty (1987) abolished nuclear missiles that had ranges of 500 to
5500 km.
B7: The Middle East: Conflict, Crisis and Change, 1917-2012

Question
B7 (a) Explain TWO ways in which the terms of the Balfour Declaration were
different from the terms of the Peel Commission report.
Targets: AO1 (2 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 (similarity/difference).

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 3 marks for an answer dealing with only one difference.

Indicative content
Relevant points may include:
• A difference was the perceived ability of Arabs and Jews to live together. The Balfour
Declaration accepted the right of Jews to have a homeland that included Arabs. The
Peel Commission report recognised that the two communities could not live together
• A difference was that the Balfour Declaration was written to express sympathy for the
idea of a Jewish homeland, whereas the Peel Commission report was designed to
provide a solution to the problems between Arabs and Jews.
Question
B7 (b) Explain TWO causes of the second Intifada (2000).
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 (causation).

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 cause.

Indicative content:
Relevant points may include:
• The failure of the Oslo Accords led to a tense atmosphere between the Israelis and
Palestinians. Both claimed that the other was breaking the terms of the agreement,
which led to the tension that saw the outbreak of the Intifada
• The newly-elected Netanyahu took a hard line towards the peace process and allowed
further Jewish settlement, thus angering the Palestinians
• Ariel Sharon’s provocative speech at Temple Mount in Jerusalem claimed Jerusalem
was Jewish and would be part of Israel. This triggered an angry Palestinian reaction
and the start of the second Intifada.
Question
B7 (c) (i) How far was the Suez Crisis the key turning point for international
involvement in the Middle East in the years 1946-83?

You may use the following in your answer:

• the Suez Crisis (1956)
• the Camp David Agreements
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 that suggest it was a key turning point may include:
• The actions of the British and French during the crisis led to international
condemnation and the loss of their influence with other Middle Eastern countries
• The USSR became a firm ally of Egypt as a consequence of the crisis and
increased Soviet involvement and influence in the region as a consequence
• The USA had forced Britain and France to back down and, as a result of their
actions, had become the most important Western power in the region
• As the USA and the USSR became more important in the region, they used their
influence to further the Cold War.

Relevant points that suggest it was not a key turning point may include:
• The handing over of the mandate to the UN by the British led to a decline in
their importance in the region
• The warnings of the USSR before the Six-Day War encouraged the Egyptians to
provoke the Israelis into war in a way that had not previously occurred
• Kissinger’s Shuttle Diplomacy had a huge impact in helping to bring about peace
between Israel and Egypt after years of war
• The Camp David Agreements ushered in a period of peace between Israel and
Egypt, with Egypt removing itself from the conflict.
Question
B7 (c) (ii) How significant was Kissinger’s Shuttle Diplomacy in improving the
chances for peace in the Middle East in the years 1967-93?
You may use the following in your answer:
• Kissinger’s Shuttle Diplomacy (1973-75)
• the Oslo Peace Accords (1993)
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 that it was significant may include:
• Shuttle Diplomacy allowed Kissinger to be the intermediary between Israel, Egypt and
Syria, thus allowing talks to begin
• Shuttle Diplomacy led to both Egypt and Israel agreeing to settle future disputes by
talking rather than fighting
• Shuttle Diplomacy laid the foundations for the exchange visits that led to the Camp
David Accords.

Relevant points that other factors were more significant may include:
• The oil crisis, that occurred as a consequence of the Yom Kippur War, forced the USA
to be more active in the search for peace as their economy was directly impacted by
conflict
• Arafat’s speech to the UN in 1974 led to the PLO being given observer status at the
UN, which raised their profile and the significance of the issues facing Palestinians
• The Camp David Accords led to both Israel and Egypt recognising each other’s right to
live in peace, thus ending the conflict between the two states
• The PLO’s recognition of Israel’s right to exist, and the adoption of a peaceful two-
state solution, laid the groundwork for further negotiations
• The Oslo Peace Accords of 1993 were seen as a breakthrough, with much optimism
that there could be peace.
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