Cambridge IGCSE™

HISTORY 0470/12
Paper 1 May/June 2024
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 76 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level
descriptions for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Assessment objectives

AO1
An ability to recall, select, organise and deploy knowledge of the syllabus content.

AO2
An ability to construct historical explanations using an understanding of:
 cause and consequence, change and continuity, similarity and difference.
 the motives, emotions, intentions and beliefs of people in the past.

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Table A: Use this table to give marks for each candidate response for AO1 and AO2 for part (b) of
each question.

Level Description Marks

4 Explains two reasons. 6

3 Explains one reason. 4–5

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

2 Identifies or describes valid reason(s); addresses the question but does not 2–3
explain.

One Level 2 mark for each identification/description.

1 Writes about the topic but does not address the question. 1

0 No creditable response. 0

Table B: Use this table to give marks for each candidate response for AO1 and AO2 for part (c) of
each question.

Level Description Marks

5 Explains both sides and supports a valid judgement on ‘how far’. 10

One explanation or more on each side.

4 Explains both sides. 7–9

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

3 Explains one side. 4–6

One Level 3 mark for each explanation.

2 Identifies or describes valid points; addresses the question but does not 2–3
explain.

One Level 2 mark for each identification/description.

1 Writes about the topic but does not address the question. 1

0 No creditable response. 0

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Question Answer Marks

SECTION A: CORE CONTENT

1(a) What were the Carbonari? 4

One mark for each relevant point.

Responses may include the following:

 A secret revolutionary society.

 It supported Italian nationalism.
 It took part in the failed revolution of 1820.
 It wanted a constitutional government.
 It was divided into small secret cells across Italy.
 It was anti-clerical.
 It took part in the 1831 uprisings.
 It was gradually replaced by Young Italy.

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Question Answer Marks

1(b) Why was the Austro-Prussian War of 1866 important for Italian 6
unification?

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 It was important because it took Italy one step closer to complete

unification. Italy had agreed that if Prussia and Austria went to war, then
Italy would declare war on Austria. If Prussia won, Italy would be given
Venetia as a reward. Although Italy was defeated by Austria on the
battlefield, Prussia still defeated Austria and in the Peace of Prague
Venetia was given to Italy.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Italy was given Venetia.

 Only Rome was now needed for complete unification.
 It took Italian unification one step closer to completion.
 The Prussians defeated Austria when Italy could not manage it.

Level 1: Writes about the topic but does not address the question.
1 mark

 This war was a terrible one. It was decided at the Battle of Königgrätz
where thousands were killed. However, during the war Italy was defeated
by Austria.

Accept all valid responses.

Level 0: No creditable response.

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Question Answer Marks

1(c) ‘Garibaldi was the most important individual in the achievement of 10

Italian unification.’ How far do you agree with this statement? Explain
your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 Cavour was more important than Garibaldi. Garibaldi defeated the

Kingdom of Naples but he was seen as an unreliable figure. Who was
going to govern the south of Italy and indeed a unified Italy? His strength
was in fighting battles and inspiring people. However, Cavour understood
that the only way of unifying Italy was under Piedmont which would bring
stability and law and order to the new country. He made use of Garibaldi
but it was Cavour who actually engineered unification.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 Garibaldi was essential to unification being achieved. In 1860 he took

‘The Thousand’ over to Sicily which he conquered. He then returned to
the mainland and took over the Kingdom of Naples. To conquer the south
of Italy like this was a remarkable achievement. He contributed to Italian
unification by then handing over his conquests to Victor Emmanuel. This
almost completed unification, leaving just Rome and Venetia. Without
Garibaldi, the Kingdom of Naples may never have fallen. He was also an
inspirational figure and won a lot of people over to the cause of
unification.
OR
 Cavour was more important than Garibaldi. He contributed to unification
in a less spectacular way than Garibaldi but was, in fact, more important.
He realised that there was no way Austria could be expelled from Italy
without outside help. At Plombières he agreed with Napoleon III to
engineer a war with Austria which could then lead to forcing Austria out of
Italy. Although Napoleon pulled out of the war early, Cavour did win
Lombardy for Piedmont. Later he managed to stop Garibaldi invading the
Papal States and used the Piedmontese army to occupy it. This basically
meant that Italy was unified under Piedmont.

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Question Answer Marks

1(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Garibaldi defeated the Kingdom of Naples.

 Garibaldi handed over large parts of Italy to Piedmont.
 Garibaldi inspired people to support the cause of unification.
 Cavour achieved Napoleon’s support.
 Cavour won Lombardy for Piedmont.
 Cavour used Garibaldi to achieve unification.
 Napoleon’s contribution was essential.
 Cavour was only interested in extending Piedmont’s power and territories.
 Cavour tried to stop Garibaldi conquering the south.
 Mazzini inspired people with the idea of unification.

Level 1: Writes about the topic but does not address the question.
1 mark

 Garibaldi achieved much towards unification but he was not the only
person involved. Cavour was also important as was Mazzini. I think it was
the three of them together that were most important.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

2(a) What was the issue of the Spanish succession, 1868–70? 4

One mark for each relevant point.

Responses may include the following:

 Queen Isabella was overthrown by a revolution.

 The issue was – who should succeed her?
 Prince Leopold, related to the Prussian royal family, was offered the
throne.
 France was suspicious of this.
 Bismarck persuaded William I to accept for Leopold.
 The French angrily protested.
 Leopold withdrew.
 France demanded that William officially announce the withdrawal.
 Bismarck altered a telegram from William to Napoleon so that it appeared
insulting to the French.
 France declared war on Prussia.

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Question Answer Marks

2(b) Why was the meeting between Austria and Prussia in Olmütz in 1850 6
important?

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 This meeting was important because it showed Austria was gaining

strength in Germany at the expense of Prussia. Both countries wanted to
lead Germany and they had their own plans. Prussia led the Erfurt
Parliament and Austria led the Frankfurt Diet. In 1850 they clashed about
which one should deal with a problem in Hesse-Cassel. The meeting in
Olmütz was to sort this out. Prussia backed down and agreed to abandon
its plan for a Prussian Union. This was important because it showed that
Austria was gaining strength in Germany, not Prussia.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Prussia agreed to abandon the plan for a Prussian Union.

 It avoided war between Prussia and Austria.
 Prussians were very annoyed at having to back down.
 It was agreed to hold a conference at Dresden in 1851.
 It led to the re-establishment of the German Confederation.
 It led to Austria and Prussia cooperating again.
 It showed Austria was becoming strong in Germany again.

Level 1: Writes about the topic but does not address the question.
1 mark

 It was an important meeting between Austria and Prussia. They managed

to sort out a lot of problems in Germany at that time.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

2(c) Was Bismarck more important than nationalism in the achievement of 10

German unification? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 I think that the two complemented each other. Bismarck did not start out
as a nationalist. His main aim was to make Prussia the strongest country
in Germany, even in Europe. However, after the defeat of Austria and the
formation of the North German Confederation, his aims and those of the
nationalists began to overlap. Nationalists saw that Bismarck could unify
Germany through brute strength and threw their support behind him.
Hatred of France also united them. The nationalists feared France and
thought that only a united Germany could stand up against it.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 German nationalism was very important. Even after the failure of 1840
the dream of a unified Germany remained strong, although it had
changed in character. It was no longer a romantic idea but a realistic
ambition based on the idea of Prussia providing the strength to lead it.
The National Association was formed to promote this idea. In the north of
Germany nationalism was strong among the educated middle class, a
group that no one, not even Bismarck, could ignore.
OR
 Unification was brought about by Bismarck. The rivalry to lead Germany
was between Austria and Prussia. By engineering the war with Austria,
Bismarck was able to get rid of Austria as a rival. He also set up the North
German Confederation which united north Germany under Prussian
leadership and was a big step towards unification. He then tricked France
into declaring war. There was much anti-French feeling in Germany
already and this led to all German states fighting under Prussian
leadership. As soon as France was defeated, the German Empire was
set up and Bismarck had brought it about.

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Question Answer Marks

2(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Nationalism was a powerful force amongst the German middle classes.

 Nationalists began to see that Bismarck could bring them unification.
 Economic and transport links were making nationalism stronger.
 Bismarck needed the support of Prussian Liberals.
 Bismarck brought about the defeat of Austria.
 Bismarck set up the North German Confederation.
 It was Bismarck’s policies that led to the defeat of France and the
southern states joining a unified Germany.

Level 1: Writes about the topic but does not address the question.
1 mark

 I think they were both very important. They supported each other. I do not
think unification could have been achieved if one of them was missing.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

3(a) Describe how President Grant supported Reconstruction. 4

One mark for each relevant point.

Responses may include the following:

 He signed the Fifteenth Amendment which guaranteed universal male

suffrage, including black Americans.
 The Force Acts helped defeat the Ku Klux Klan.
 His laws of 1871 strengthened the federal government’s ability to deal
with terrorism against black Americans.
 The 1875 Civil Rights law banned racial discrimination in public transport
and stopped black Americans from being excluded from jury service.
 The concept of ‘civil rights’ was established during his presidency.

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Question Answer Marks

3(b) Why did the acquisition of new territories in the first half of the 6
nineteenth century create problems for US governments?

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 The main reason why new territories caused problems was slavery.
When territories applied to become members of the Union, the crucial
question for most people was: will they be a slave state or a free state?
The North thought that making new states slave states was a way of
spreading slavery, while the South thought that making new states free
states was a way of killing off slavery. The 1850 Compromise was an
attempt to find a way around this when Southern states started to
threaten to secede. For example, California was added as a free state,
while Utah and New Mexico could decide for themselves.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The main problem was slavery.

 Abolitionists thought acquiring new land was simply a way of spreading
slavery.
 Americans were divided over whether the US should acquire the whole of
the continent.
 Some Americans thought some of the acquisitions represented
imperialism.
 The Louisiana Purchase was regarded by some as unconstitutional.

Level 1: Writes about the topic but does not address the question.
1 mark

 Some Americans thought that having more territory would simply bring
more problems for the USA to sort out.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

3(c) How surprising was the defeat of the South in the Civil War? Explain 10
your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 I do not think the South’s defeat was a surprise or not a surprise. When
the war started, both sides had their strengths and weaknesses and
either side could have won. The fact that the war lasted so long and so
many men were killed shows that. The North had greater resources but
also had to conquer enormous areas of land. The South was fighting for
its way of life and had victories at the beginning. Either side could have
won.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 It was not a surprise. This was because of the far greater resources of the
North. The North had more men, more money and much larger industrial
resources to produce armaments. It had the resources to keep going
longer than the South and most people in the North were able to live their
lives as normal, largely unaffected by the war. This helped keep the
North’s will and morale going. At the same time, much of the South was
being ravaged and this led to a fall in morale in the South.
OR
 The defeat of the South was a surprise. When the war started, many
people thought it had a good chance to win and indeed it did well in the
first part of the war. The men were fighting for something that was dear to
them – their culture, their liberty and their way of life – and so they fought
bravely. Also, the North had to conquer huge amounts of territory to win.
However, they should have managed their resources much better. The
main mistake was to print too much money and causing inflation which
damaged the South’s economy and lowered morale. The South could
have done much better if Lee had not focused just on Virginia. He
neglected the West and so lost the war.

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Question Answer Marks

3(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The greater resources of the North.

 The North had a lot more money.
 The North did not suffer much from the war.
 Many Northerners experienced prosperity during the war.
 The North was never invaded in a serious way.
 The South had its cotton exports.
 The South did well at first – the victory at Bull Run.
 The South might have got support from Europe.
 The North had a much better navy.
 The soldiers of the South were highly motivated.
 The soldiers of the North were fighting to save the Union.
 It was very difficult to blockade the South’s coast.

Level 1: Writes about the topic but does not address the question.
1 mark

 I think it was a surprise because the people of the South thought they
could win, otherwise they would not have gone to war.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

4(a) Describe the role of the United States in Cuba between the Treaty of 4
Paris (1898) and 1906.

One mark for each relevant point.

Responses may include the following:

 When the war finished, the US announced that it would rule Cuba.
 1899 – US military government set up.
 Cubans surprised and disappointed by US actions.
 Elections for delegates to a Cuban convention (most sponsored by the
US).
 The Platt Amendment – US would depart if US kept military bases and
could intervene when it wanted.
 Republic of Cuba established.
 1902 – elections held and first president of Republic of Cuba chosen.
 US army left in 1902.
 1906 – US occupied Cuba after a rebellion.

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Question Answer Marks

4(b) Why did the Spanish-American War break out in 1898? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 This war broke out because of the sinking of the USS Maine. This was a
US battleship that was in Havana harbour. It had been sent to protect US
citizens and property. US newspapers claimed that the Spanish blew up
the battleship and this put a lot of pressure on US President McKinley to
go to war against Spain.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Spain’s repressive behaviour towards Cubans.

 Reporting of Spanish repression in US newspapers.
 Cuban struggle for independence.
 Popular demand for US intervention.
 The sinking of the USS Maine.
 US demanded withdrawal of Spanish troops from Cuba.

Level 1: Writes about the topic but does not address the question.
1 mark

 The war did not last long. It was all over in a few months and was very
one-sided. The US got what it wanted from the war.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

4(c) How typical of European imperialism in Africa was Leopold II’s rule in 10
the Congo? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 Although Leopold treated the Congo in a similar way that European

countries treated their territories in terms of exploiting the natural
resources, they were not similar overall. Leopold’s motives were simply to
make a fortune, strip everything he could from the Congo and put nothing
back. Other countries, although they regarded themselves as superior to
Africans, did think they had a duty to put something back and provided
education and medical care for Africans. Leopold’s attitude was
fundamentally different.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 Leopold owned the Congo Free State as a private individual. His

treatment of the Africans was terrible. They worked for him producing
rubber, but if they did not produce their quota they were mutilated or
murdered. Leopold just sucked the Congo dry by taking ivory and rubber
and by putting nothing back. Millions of Congolese were killed or
mutilated. His rule was not typical of European imperialism at the time.
Not all imperialism was about exploitation. Some Europeans had good
motives: for example, missionaries and others who set up hospitals for
Africans as well as schools which started to bring education to Africa.
They also brought industry to Africa which sometimes improved the
standard of living of Africans as well as introducing things such as
banking.
OR
 Leopold’s rule was typical in some ways. He exploited the Congo and
made a fortune by taking ivory and rubber. Other European countries also
took Africa’s natural resources to make themselves rich. They took raw
materials from Africa very cheaply and then exported the finished
products at expensive prices. In fact, Europe made a fortune out of the
natural resources of Africa just like Leopold did.

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Question Answer Marks

4(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Both exploited Africa.

 Both regarded Africans as inferior.
 Both thought they had a right to take over parts of Africa.
 Both wanted to make money out of Africa.
 Leopold put nothing back; other Europeans did.
 Other Europeans felt a duty towards Africans.
 Other Europeans spread Christianity.
 Other Europeans built transport systems and schools.

Level 1: Writes about the topic but does not address the question.
1 mark

 Leopold’s treatment of the Africans in the Congo was terrible. It caused

an international outcry. He was not typical of European countries and how
they ruled their land in Africa.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

5(a) What land did Germany lose in the Treaty of Versailles? 4

One mark for each relevant point.

Responses may include the following:

 Upper Silesia.
 West Prussia, Posen, Polish Corridor.
 Memel.
 Danzig.
 North Schleswig.
 Alsace-Lorraine.
 Saarland.
 Eupen, Malmedy, Moresnet.
 Hultschin.
 Estonia, Latvia, Lithuania.
 Overseas colonies.

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Question Answer Marks

5(b) Why were Lloyd George and Clemenceau suspicious of Wilson’s 6

Fourteen Points?

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 Lloyd George was suspicious of Wilson’s Fourteen Points because one of

his main concerns was protecting the British Empire. He wanted to treat
Germany more harshly than suggested in the Fourteen Points. He
wanted the German navy to be destroyed and Germany’s colonies to be
taken away. This was so that they could not be a threat to the British
Empire.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Lloyd George and Clemenceau were more interested in the self-interest

of their own countries.
 Lloyd George was not keen on self-determination because of the British
Empire.
 Lloyd George wanted Germany to be punished harshly over its navy and
colonies.
 Lloyd George wanted Germany’s colonies.
 Lloyd George was not keen on the idea of freedom of the seas.
 Lloyd George wanted reparations to be added to the Fourteen Points.
 Lloyd George did not want complete disarmament because of the British
navy.
 Clemenceau was not keen on self-determination, for example, his
demands over the Rhineland.
 Clemenceau wanted German colonies handed over to France.
 Clemenceau wanted Germany punished more harshly than suggested in
the Fourteen Points.
 Clemenceau did not want complete disarmament because he wanted
France to be able to defend itself.
 The Fourteen Points were based on ideals, but Lloyd George and
Clemenceau had to deal with practicalities.

Level 1: Writes about the topic but does not address the question.
1 mark

 The Fourteen Points were designed to stop a war in the future.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

5(c) ‘Up to 1923, the economic consequences of the Treaty of Versailles were 10
more important for Germany than the political consequences.’ How far
do you agree with this statement? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 The economic consequences were very serious. Many people ended up

in poverty and others lost all their savings. However, the political
consequences of the treaty were worse. This was because events like the
Kapp Putsch and the Munich Putsch actually threatened the Weimar
Republic and the former nearly brought it down, especially when the army
refused to save the government. This is why the political consequences
mattered more.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 The economic consequences were more important. Germany had to pay

enormous reparations and in 1922 it did not pay anything. France and
Belgium went into the Ruhr and took what they were owed. The German
workers went on strike but this meant that Germany was not earning any
money. Instead, the government printed money leading to hyperinflation.
Money became worthless and prices went up. People’s savings were
wiped out and many people were destitute.
OR
 The political consequences were very bad. Many people in Germany
blamed the harsh terms of the Treaty of Versailles on the Weimar
Republic and the government. Many ex-soldiers joined the Freikorps led
by Kapp. In 1920, they tried to bring down the government through a
coup in Berlin. The army refused to defend the government. It looked as if
the Weimar Republic would fail, but the coup was defeated by a general
strike by German workers. However, threats to the Weimar Republic from
extreme right-wing groups remained.

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Question Answer Marks

5(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 There was unemployment, poverty and homelessness.

 Germany lost important industrial areas like the Saar.
 Germany had to pay huge reparations.
 Germany did not pay the reparations.
 France and Belgium sent troops into the Ruhr.
 Printing of money led to hyperinflation.
 Right-wing groups hated the Weimar Republic.
 The Kapp Putsch.
 Political assassinations were frequent.
 The German army refused to support the government.
 The Munich Putsch.
 Germans blamed the government for the Treaty of Versailles.
 In November 1923, Stresemann introduced the Rentenmark.

Level 1: Writes about the topic but does not address the question.
1 mark

 People in Germany had a terrible time after the Treaty of Versailles. Its
terms were harsh and made life very difficult. There were both economic
and political problems for the Germans to solve.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

6(a) What was the Saar plebiscite of 1935? 4

One mark for each relevant point.

Responses may include the following:

 It was a vote.
 It was written into the Treaty of Versailles.
 After 15 years a plebiscite should be held.
 It was to decide who should control the region.
 The choice was France, Germany or stay separate.
 It was being administered by the League of Nations.
 Both France and Germany wanted the Saar because of the rich
coalfields.
 The people voted to rejoin Germany.
 There was intimidation by the Gestapo during the plebiscite.
 It was important because it was a victory for Hitler justifying his idea of
uniting all German speakers.

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Question Answer Marks

6(b) Why did Britain go to war over the German invasion of Poland? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 Britain went to war over Poland because it had decided that Hitler could
not be trusted and that what he really wanted was to dominate the whole
of Europe. Hitler had so far demilitarised the Rhineland, achieved
Anschluss, taken the Sudetenland and then invaded the rest of
Czechoslovakia. Hitler had broken his promises at each stage and Britain
could not continue to let Hitler take one country after another.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The policy of appeasement was not working.

 Hitler broke the promises he made at Munich.
 The policy of appeasement ended after the German takeover of
Czechoslovakia.
 It looked as if Hitler was out to dominate the whole of Europe.
 Britain had been rearming.
 In March 1939, Britain gave a guarantee to Poland.

Level 1: Writes about the topic but does not address the question.
1 mark

 Britain went to war in 1939 because of what Hitler was doing. Britain
decided that action had to be taken.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

6(c) How surprising was the 1939 Pact between Germany and the Soviet 10
Union? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 Although it may seem surprising because Hitler hated communism, the

pact made absolute sense at the time. Hitler knew he might have to fight
Britain and France, so he did not want to fight Russia at the same time.
The pact saved him from this and helped him move towards Lebensraum.
It was also convenient for Stalin to strengthen his army. It was not at all
surprising.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 It was not at all surprising. From Germany’s point of view, it made a lot of
sense. Hitler was worried about fighting a war on two fronts. The Nazi-
Soviet Pact prevented this. He and Stalin agreed to divide Poland up
between them and not to attack each other. This meant Hitler could
invade Poland without worrying that Russia would attack Germany.
OR
 It was very surprising. Up until this point Hitler had regarded the Soviet
Union and communism as his greatest enemies. Fascism and
communism were complete opposites and in Mein Kampf he wrote about
destroying the Soviet Union. Also, the Russians were Slavs and Hitler
regarded Slavs as subhuman. All this makes the pact very surprising.

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Question Answer Marks

6(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Hitler regarded Slavs as subhuman.

 Hitler hated communism.
 Germany and the Soviet Union had been enemies.
 Hitler had signed the Anti-Comintern Pact.
 Hitler fought against communists in the Spanish Civil War.
 The Soviet Union had made a Mutual Assistance Pact with France.
 It protected Hitler from having to fight on two fronts.
 It meant the Soviet Union would not attack Germany.
 It gave Hitler half of Poland.
 It helped Hitler achieve Lebensraum.
 It gave Hitler the confidence to attack Poland.
 It gave the Soviet Union time to build up its forces.
 At that time, it saved the Soviet Union from a German attack.
 Britain and France had shown no interest in an alliance with the Soviet
Union.
 Stalin saw Britain and France being helpless in the League over
Abyssinia.
 Stalin had not been consulted over the Munich agreement.

Level 1: Writes about the topic but does not address the question.
1 mark

 The Nazi-Soviet Pact was a non-aggression pact but also had other parts
to it. Both Germany and the Soviet Union were very pleased with it but it
worried many other countries.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

7(a) What happened in the Greek Civil War? 4

One mark for each relevant point.

Responses may include the following:

 There were two rival groups, monarchists and communists.

 The monarchists were supported by the US and Britain.
 The communists were supported by the Soviet Union.
 There was civil war in Athens which the British put down.
 In 1946 there was an election.
 A plebiscite restored the King.
 There was a communist uprising.
 The British pulled out in February 1947.
 The US replaced the British.
 The Truman Doctrine was put into action.
 The communists set up a provisional government/people’s republic.
 The US poured in massive amounts of military and economic aid.
 In 1949 the Greek army defeated the communists.

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7(b) Why was Stalin worried by the introduction by Western powers of a new 6
currency in Germany in 1948?

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 Stalin was worried by the new currency because it was aimed at helping
an economic recovery in the parts of Germany controlled by the Allies.
Stalin feared a strong Germany and did not want it to recover. He was
worried that if it recovered and became strong, it could threaten the
Soviet Union again as it had done in the past, e.g. Operation Barbarossa
in 1941.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The new currency was aimed at helping a German economic recovery.

 Within months of its introduction there were signs of recovery.
 Stalin did not want Germany to recover.
 Stalin feared a strong Germany.
 The West wanted to build a strong Western Germany as a barrier to the
Soviet Union.
 The West wanted Germany to be strong to help their trade.
 Stalin did not want the western part of Germany to become more
prosperous than the eastern zone.
 The new currency was a step towards uniting the western zones.
 Stalin thought it would make capitalism seem superior to communism.

Level 1: Writes about the topic but does not address the question.
1 mark

 Stalin did not like the idea. He disagreed with the West over what to do
with Germany. It was divided into four zones and Stalin was in control of
one of them.

Level 0: No creditable response. 0 marks

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Question Answer Marks

7(c) Which was more of a threat to the Soviet Union: the Truman Doctrine or 10
the Marshall Plan? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 The Truman Doctrine did threaten the Soviet Union but only in a limited
way. It only contained communism and was not a threat to its existence.
On the other hand, the Marshall Plan was offered to eastern European
countries and Stalin was worried that if any of them accepted the US aid
then this could put them under the economic control of the US and could
undermine communism in these countries. It was a real threat to the
communist bloc and the Soviet Union’s control over it.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 The Truman Doctrine was more of a threat. Truman was worried about
the spread of the Soviet Union’s power in eastern Europe and by the
spread of communism. He decided to stop it and the Truman Doctrine
was designed to do this. It said that the US would defend countries
threatened by communism. Truman was ready to intervene in countries
and would do this by sending money, arms and supplies. American
intervention in Greece was the first example of this policy in practice. The
communists were defeated and the royalist government stayed in control.
The policy was a threat because it contained communism and stopped it
spreading further.
OR
 The Marshall Plan was much more of a threat. It gave aid to countries to
help their economies and let them recover. Enormous amounts of aid
were sent from the US to Europe where the economies were ruined by
the war and there was a lot of hardship. The idea behind it was that
communism only became popular in countries where there were poverty
and low living standards. It would not become popular and spread in
countries that were recovering and where people were comfortable. This
was a threat to the Soviet Union because it would stop communism
spreading and might even undermine communism in eastern European
countries.

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7(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The Truman Doctrine was designed to stop Soviet control spreading.

 The Truman Doctrine meant the US would protect countries against
communism.
 The Truman Doctrine worked in Greece/Turkey.
 The Truman Doctrine was designed to stop Soviet control spreading/
containing communism.
 The Truman Doctrine enabled the sending of equipment to any country
threatened by a communist takeover.
 Marshall Aid worried Stalin more than the Truman Doctrine because he
saw it as an American plot.
 Marshall Aid was offered to eastern European countries.
 Marshall Aid could put eastern European countries under the economic
control of the US.
 Stalin’s view of Marshall Aid was that it was anti-communist.
 Stalin’s view of Marshall Aid was that it would weaken his control of
eastern Europe.
 Stalin banned eastern European countries from taking Marshall Aid.
 Stalin set up Comecon to give eastern Europe aid.

Level 1: Writes about the topic but does not address the question.
1 mark

 Marshall Aid gave countries in Europe a lot of help after the Second
World War. Countries like Britain and France benefited a lot. The Truman
Doctrine was a similar idea – to give support to countries.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

8(a) Who was Alexander Dubček? 4

One mark for each relevant point.

Responses may include the following:

 He was leader of Czechoslovakia.

 He became leader in 1968.
 He was a communist.
 He introduced ‘Socialism with a human face’.
 He introduced reforms into Czechoslovakia.
 His reforms included freedom of speech and the reduction of police
powers.
 His period of reforms was called the ‘Prague Spring’.
 He did not want to pull out of the Warsaw Pact.
 He insisted his reforms were not a threat to communism.
 He was summoned to Moscow where he insisted on keeping his reforms.
 In 1968 he was removed from power.

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Question Answer Marks

8(b) Why did the Soviet Union respond violently to opposition in Hungary in 6
1956?

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 The violent Soviet response was because Nagy planned to take Hungary
out of the Warsaw Pact. This was the part of Nagy’s plans which
particularly upset and scared Khrushchev. Soviet tanks began moving
into Hungary a few days after this became known. The Warsaw Pact was
a military organisation of Communist countries. It unified their armed
forces under the leadership of the Soviet Union. It was really a way of
keeping all the members in line. This was what worried Khrushchev; if
Hungary was allowed to leave then others might follow and this would
weaken the Soviet Union’s defensive barrier against the West.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 There was a great deal of resentment against the Soviet Union in

Hungary.
 Nagy’s reforms such as free elections and private ownership seemed to
undermine communism.
 Nagy planned to leave the Warsaw Pact.
 There were hopes in Hungary that the UN or Eisenhower would help
them.
 Hungarian soldiers were deserting.
 There were huge anti-Soviet demonstrations.

Level 1: Writes about the topic but does not address the question.
1 mark

 Thousands of Soviet troops and tanks arrived in Hungary in 1956 and

there was a great deal of fighting. Thousands of Hungarians and
Russians were killed.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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8(c) Who was more responsible for the collapse of Soviet control in Eastern 10
Europe: Walesa or Gorbachev? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 Gorbachev was far more important. Although Walesa was the first non-
communist leader in Eastern Europe, he only achieved this because of
the situation Gorbachev had created. Gorbachev raised people’s hopes
of reform and let them know that the Soviet Union would not keep
communist governments in power. This encouraged the whole movement
in 1989. Walesa was finished in 1981 and was only able to come back
because of Gorbachev.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 Walesa was an important figure in the decline of Soviet control over

Europe. In 1980–81, he led strikes in Poland and became very popular.
He highlighted the poor living standards and corruption under
communism. The membership of his movement, Solidarity, reached 9
million. Although he was crushed in 1981 by the government, his
importance was that he had shown communist governments could be
challenged and could be in danger from people power.
OR
 Gorbachev was responsible. He realised that the Soviet Union was in a
terrible economic state and could not afford to carry on with its present
policies. He told the leaders of the eastern bloc countries that in future the
Soviet Union would not send in troops and tanks to back up their regimes.
They would have to look after themselves. He also told them that the way
to survive was to introduce reforms. They were not keen.

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Question Answer Marks

8(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Walesa campaigned for the rights of workers.

 Walesa put forward 21 Demands.
 Walesa gained support from the West.
 Walesa showed that people power could threaten communist
governments.
 Walesa started Solidarity.
 Solidarity had 9 million members.
 Walesa became the first non-communist leader in Eastern Europe.
 Gorbachev encouraged reform in Eastern Europe.
 Gorbachev introduced Glasnost and Perestroika.
 Gorbachev said he would not back up communist governments in trouble.
 Gorbachev withdrew troops from Afghanistan.
 Gorbachev’s reforms in the USSR made people in Eastern Europe expect
and demand reform.

Level 1: Writes about the topic but does not address the question.
1 mark

 They were both very important men in the fall of Soviet control but in very
different ways. One was a Soviet leader and one was an opposition
leader.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

SECTION B: DEPTH STUDIES

Depth Study A: The First World War, 1914–18

9(a) Describe Japan’s contribution to the Allied war effort. 4

One mark for each relevant point.

Responses may include the following:

 Japan seized German possessions in the Pacific and East Asia.

 It destroyed the German navy in Chinese waters.
 Japan helped suppress a mutiny by Indian troops against Britain.
 It captured the German base at Qingdao in northern China.
 Japan was important in winning control of the sea lanes in the Pacific
and Indian Ocean.
 The Japanese navy helped secure the sea route between the Suez Canal
and Marseilles.
 The Japanese navy escorted and protected Allied ships and sailors in the
Mediterranean.

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Question Answer Marks

9(b) Why did the Arab Revolt break out in 1916? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 The Arab Revolt took place because of Arab nationalism. This had
become strong because of the centralising developments in the Ottoman
Empire as a result of the Young Turk Revolution. They wanted to see the
Turks as the dominating force in the Empire. This caused the Arabs to
demand reforms. In 1913, they demanded greater autonomy at the First
Arab Congress.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The British thought it would help bring the Ottoman Empire down.
 It was based on an agreement between the British and the Arabs.
 To create a unified Arab state.
 To break away from Ottoman control.
 To encourage Arab nationalism.
 The leadership of Hussein bin Ali.

Level 1: Writes about the topic but does not address the question.
1 mark

 The Arab Revolt involved Lawrence of Arabia who led a lot of the fighting.
The Arabs fought on the same side as the Allies.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

9(c) How important was the contribution of British Empire troops to the 10
Allied war effort? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 Although it can be argued that the British and French armies made the
main contribution and that it was the arrival of the Americans in 1917 that
was crucial, it is true that the British army was not large enough to meet
all its commitments in the war. This is why the Empire troops were so
important. They provided crucial support on the Western Front, and their
contributions in Africa and the Middle East were crucial and led to
important victories. Their contribution also meant that more British troops
could be used on the Western Front.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 It was very important. African troops, as well as Indian troops, played an

important part in defeating the Germans in West Africa and in containing
the Germans in East Africa. Most of the soldiers there were African
because they were used to the conditions which Europeans struggled
with. It also meant that more European troops could be kept for the
fighting in Europe. Canadian troops played an important part on the
Western Front, especially in the Hundred Days Offensive of 1918 which
was the crucial offensive that ended the war. They led many of the Allies’
attacks.
OR
 Though a significant factor in the Allied war effort, the contribution of
troops from the Empire was considerable but limited in some respects.
The most important front during World War One was the Western Front.
Most of the fighting there was conducted by British and French troops,
though with substantial support from troops from the Empire. The fighting
in West and East Africa, in which African and Indian troops took part,
though effective in defeating the Germans in Africa, took place in a
theatre of war which was not as crucial to the war’s ultimate outcome as
the struggle on the Western Front. Here it was the introduction of
American troops that allowed the Allies to make their important
breakthrough.

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Question Answer Marks

9(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The British Empire sent about 4 million troops to fight in the war.
 The Canadians were very important in the Allied offensive at the end of
the war.
 The Australians fought in the Middle East where they helped capture
Gaza and Jerusalem.
 South African troops fought at the Somme.
 Indian troops made important contributions in Palestine and in East
Africa.
 140 000 Indian troops fought on the Western Front.
 It was a world war and Empire troops did a lot of the fighting all around
the world.
 The British and French did most of the fighting on the Western Front.
 The arrival of the Americans on the Western Front was crucial.

Level 1: Writes about the topic but does not address the question.
1 mark

 Troops from all parts of the Empire fought against Germany. There were
troops from Australia, New Zealand, India, Africa and the West Indies.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

10(a) Describe what happened in the Battle of Jutland. 4

One mark for each relevant point.

Responses may include the following:

 The Germans wanted to lure the British fleet out into the North Sea.
 The British fleet left their base early.
 German ships sank HMS Indefatigable and HMS Queen Mary.
 The British inflicted heavy damage on German ships.
 German ships sailed for home under cover from submarines.
 The British fleet failed to catch them.
 Germany lost 11 ships.
 Britain lost 14 ships.

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Question Answer Marks

10(b) Why was the defeat of Russia important to the course of the war? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 The Allies were dismayed at Russia signing the Treaty of Brest-Litovsk

and regarded it as a betrayal. This was made worse when it became
clear that the Russian defeat and the strengthening of Germany had
made possible a major offensive on the Western Front. It began in March
1918. It was an attempt to win the war on the Western Front and for a
time it looked as if it had a good chance of success with the Allies being
pushed back almost to Paris. Eventually it doomed Germany to defeat.
These events show the importance of the defeat of Russia.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Large numbers of German soldiers could fight in the west.

 Large amounts of German armaments were moved to the Western Front
giving the Germans an advantage over the Allies.
 Germany no longer had to fight on two fronts at once.
 It made Germany stronger.
 It prolonged the war by strengthening Germany.
 It made it even more important to find more soldiers in Britain.
 The extra German troops in the west allowed it to launch the Ludendorff
Offensive in 1918.
 This made it much more difficult for the Allies to plan a peace based on
conquest.
 Germany’s massive territorial gains meant it took a lot of troops to occupy
and defend them.
 It let Germany focus on the Western Front, increasing pressure on Allies.
 It made the arrival of American troops even more important.

Level 1: Writes about the topic but does not address the question.
1 mark

 The defeat of Russia was very important. Russia was exhausted and
there was a revolution going on in the country. The soldiers were starving
and were deserting, so Russia had no choice but to ask for peace.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

10(c) ‘The failure of the U-boat campaign was the most important 10
development in the war at sea.’ How far do you agree with this
statement? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

 Although the blockade of Germany did cause Germany much hardship,

the U-boat campaign was a more important development. This was
because it took almost no time to have a disastrous impact. It started at
the beginning of 1917 and by the summer the situation was very bad. A
few more months could have finished Britain off. The blockade did not
have the same immediate impact.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

One explanation or more on each side.

 The U-boat campaign of 1917 could have won the war for Germany. The
U-boats sank warships and merchant ships, especially the latter which
were carrying supplies for Britain from the USA. They sank about 500
merchant ships and Britain was left short of food and other supplies. It
even had to introduce rationing. The British government knew that if the
U-boats were not stopped, Britain would lose the war. Several methods
were used to defeat the U-boats – the convoy system, mines and Q-ships
which were armed ships disguised as merchant ships. By the end of
1917, the threat from the submarines had been largely dealt with and
Britain was saved from defeat.
OR
 The most important development was the fact that the British navy had
control of the North Sea for just about the whole war, and certainly after
Jutland when the German fleet stayed in port. This meant the Royal Navy
could blockade the German coast and stop supplies getting into German
ports. The navy intercepted all merchant ships in the North Sea and
looked for any goods that might help the German war effort, including
food. By 1917, Germany was short of food and materials to make
armaments. Many Germans were starving and there were riots. This was
one of the reasons why Germany could not go on fighting in 1918.

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Question Answer Marks

10(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Britain had to introduce rationing.

 Britain was running short of food.
 Large numbers of merchant ships were being sunk.
 Q-ships were introduced.
 The convoy system was adopted.
 The use of mines became effective.
 By 1917, Germany was short of food and supplies.
 Germany’s ports were blockaded.
 The British navy had control of the North Sea.
 The turnip winter of 1917.
 Riots and strikes in Germany.
 The Battle of Jutland.

Level 1: Writes about the topic but does not address the question.
1 mark

 The U-boats were very dangerous. They could attack ships without being
detected. However, I think there were other developments that were more
important like the Western Front.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

Depth Study B: Germany, 1918–45

11(a) Describe the events in 1932–33 that led to Hitler’s appointment as 4

Chancellor in January 1933.

One mark for each relevant point.

Responses may include the following:

 In the presidential election in March 1932, Hindenburg remained

president.
 Hitler showed his popularity in the presidential election despite losing.
 In May 1932, von Papen was appointed chancellor.
 In July 1932, the Nazis became the largest party in the Reichstag.
 Hitler demanded that he should be appointed chancellor.
 Hindenburg did not want to appoint Hitler as chancellor.
 In a second election in November the Nazis were still the largest party.
 Franz von Papen failed to find support as chancellor.
 In December, Von Schleicher became chancellor but did not have
enough support.
 Von Papen persuaded Hindenburg to appoint Hitler but with him as vice-
chancellor so he could control Hitler.

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Question Answer Marks

11(b) Why did the Nazis have little success before 1930? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 The Nazis did not have much success because people were doing well
under the Weimar Republic. In fact, there was an economic boom.
Industry was doing well and there were jobs with wages going up. Most
people were enjoying a higher standard of living. This was all helped by
the Dawes Plan. There was also political stability. People therefore had
no reason to support the Nazis.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Stresemann’s policies from 1923 to 1929.

 Economic prosperity in Weimar.
 Political stability.
 Cultural revival.
 Germany’s international reputation had recovered.
 People were put off by the fact that Hitler had been in prison.
 No reason to vote for an extreme right-wing party.
 The popularity of the Social Democrats.

Level 1: Writes about the topic but does not address the question.
1 mark

 The Nazis did not have much success before 1930. They fought in many
elections but only won small proportions of the vote. It seemed as if they
were going to fail.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

11(c) ‘The Night of the Long Knives was the most important factor in Hitler’s 10
consolidation of power in 1933–34.’ How far do you agree with this
statement? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 The Night of the Long Knives was most important. By June 1934 Hitler
had achieved many extra powers. He was almost a dictator but he had
not won over the army which could have overthrown him whenever it
wanted. It was very suspicious of the Nazis, especially the SA which it
regarded as a rabble and a threat. By dealing with Rohm and the SA,
Hitler won the support of the army and soon afterwards everyone in the
army swore an oath to Hitler. Only then was Hitler secure.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 The Night of the Long Knives was very important. For Hitler to be really
secure in power he needed the support of the army. However, the army
was suspicious of the SA. They thought its leader, Rohm, wanted to turn
the SA into a German army. At the same time, Hitler was suspicious of
Rohm who wanted more radical socialist policies than Hitler was
supporting. Rohm was a dangerous potential threat to Hitler because of
the size and strength of the SA. In the Night of the Long Knives, Hitler
murdered Rohm and other SA leaders. The SA was now under control,
the army was pleased and Hitler was more secure.
OR
 The Reichstag Fire was the most important factor in Hitler becoming
secure. He was able to blame the fire on the Communists and claim it
was the beginning of a Communist uprising. This gave him an excuse to
ask for special emergency powers. These powers allowed him to arrest
Communists and other opponents, attack them and break up their
meetings. It also made people afraid of the Communists, and in the
election the Nazis won their largest share of the vote and nearly had an
overall majority. This made Hitler more secure.

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Question Answer Marks

11(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Threat from Rohm and the SA.

 The strength of the SA.
 Rohm’s disagreement with Hitler over policies.
 The army feared the SA.
 Hitler was able to take control of the SA.
 Political opponents lost their lives, such as Schleicher.
 The Reichstag fire was blamed on the Communists.
 People became fearful of the Communists.
 Hitler was able to get special emergency powers from Hindenburg.
 The Nazis did well in the elections.
 The Enabling Act of March 1933.
 Trade unions were abolished in May 1933.
 The civil service was purged of Jews in May 1933.
 Political parties were banned in June 1933.
 Hitler established a police state.
 The death of Hindenburg in August 1934.
 The Army Oath in August 1934.

Level 1: Writes about the topic but does not address the question.
1 mark

 This was a very important factor. Hitler turned on Rohm and the SA.
Years before, they had been very close. Rohm met a very nasty end.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

12(a) Describe how women helped the German war effort. 4

One mark for each relevant point.

Responses may include the following:

 They worked in factories producing weapons.

 They took men’s jobs when the men went to war.
 They did administrative jobs in the armed forces.
 They worked in agriculture.
 As Germany prepared for war, women had to work a Duty Year on a farm
or in a factory.
 They became nurses.
 They provided labour in annual summer camps.
 They worked as tram/train drivers.
 They worked as fire officers.
 They worked as air raid wardens.
 All single women had to do work in war-related industries.
 Nazi women worked in the concentration and extermination camps.

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Question Answer Marks

12(b) Why did Hitler attach much importance to the German family? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 Hitler thought the German family was important because he wanted

Germany to dominate Europe and spread eastwards. He wanted
Lebensraum. This could only be achieved by war and for that he needed
soldiers. This is why the family was important. The duty of the mother
was to have lots of children and produce more men to fight in the armed
forces.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Hitler wanted to increase the birth rate.

 To produce more Aryan children.
 The mother would bring up loyal children.
 The family gave stability to German society.
 Men were to work and protect their family.
 Women were to stay at home and nurture their family.
 Hitler wanted more soldiers.
 To help Germany conquer other countries.
 Hitler gained support for his ideas on family after the moral decline of the
1920s.

Level 1: Writes about the topic but does not address the question.
1 mark

 Hitler thought that everybody in Germany should be part of a family

because this would be good for Germany. He wanted Germany to be
made up of family units.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

12(c) ‘The Hitler Youth was popular with the young people of Germany.’ How 10
far do you agree with this statement? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 It can be argued that the Hitler Youth was very popular because millions
of young people joined. However, from 1936 membership was
compulsory and there were still nearly a million who had not joined. Many
only belonged because they thought it would protect their families or they
were worried about what would happen to them if they did not join. Some
young people joined other groups like the Swing movement. So, despite
all the pressures on them, many young people did not join the Hitler
Youth.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 There is a lot of evidence that the Hitler Youth was popular with German
youth. They spent a lot of time on activities like camping, athletics, hiking
and firing guns. These were activities that were enjoyed by a lot of young
people. The Hitler Youth also gave them a sense of belonging as they all
wore a uniform. It also gave them an alternative to the discipline and
values of their parents.
OR
 The Hitler Youth became less popular in the years just before and during
the war. The emphasis in the Hitler Youth changed to more discipline and
more drills and some young people drifted away from it. It certainly was
not popular with teenagers who wanted more freedom. They joined the
Swing movement where they could enjoy American clothes and music
and have long hair and dance. Others became Edelweiss Pirates. They
sang anti-Nazi songs and enjoyed the freedom that they could not have in
the Hitler Youth.

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Question Answer Marks

12(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Most German young people joined.

 The activities were exciting and fun.
 It gave them a sense of belonging.
 It gave them some freedom from their parents’ rules and ideas.
 Many did not join even after it became compulsory.
 During the war it became less enjoyable.
 Some young people joined other groups like the Edelweiss Pirates/Swing
movement/White Rose movement.

Level 1: Writes about the topic but does not address the question.
1 mark

 The Hitler Youth was popular with many German young people. They
enjoyed what they did there. However, there were also some German
young people who would rather do other things.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

Depth Study C: Russia, 1905–41

13(a) What was the Kronstadt Rising? 4

One mark for each relevant point.

Responses may include the following:

 It was a mutiny by sailors.

 Sailors on the battleship Petropavlovsk mutinied.
 It took place in 1921.
 It took place at the Kronstadt naval base.
 It was against the Bolsheviks.
 There was a shortage of food.
 The sailors thought the Bolsheviks had drifted from true communism.
 They did not like Bolshevik party leaders getting privileges.
 It happened because of War Communism.
 They demanded freedom of speech, equal rations, and new elections.
 It was crushed by the Red Army.
 Over 2000 mutineers were executed.
 Many of the mutineers were sent to Siberia.
 It led to a change of policy from War Communism to the NEP.

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Question Answer Marks

13(b) Why was there a civil war in Russia? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 One of the factors that contributed to a civil war was the actions of the
Allies. They were very worried when Russia withdrew from the First World
War. They were worried that this would strengthen Germany who could
send troops to the Western Front and that Russia might even make an
alliance with Germany. They were also against Bolshevik ideas.
Countries like Britain and France sent troops and supplies to fight with the
Whites against the Bolsheviks.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The Allies sent troops to force Russia back into the war.
 Landlords and others who had lost money in the revolution wanted
change.
 Groups opposed to Bolshevik ideas such as liberals and social
democrats.
 Supporters of the Tsar wanted a return of the Romanovs.
 Some from the left opposed the Treaty of Brest-Litovsk.
 It was caused by the Bolshevik Revolution of 1917.

Level 1: Writes about the topic but does not address the question.
1 mark

 The Civil War in Russia lasted from 1918 until 1920 when the Whites
were defeated by the Red Army.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

13(c) ‘The New Economic Policy (NEP) was a success.’ How far do you agree 10
with this statement? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 On the whole, the NEP was a success. Although there was opposition to
it from some Bolsheviks it did something very important. It rescued
Russia from awful starvation and famine and might even have rescued
the Bolshevik Revolution. Russia was on the brink in 1920/21 with mutiny,
discontent amongst peasants and industrial workers, and a dreadful
shortage of food. The NEP rescued Russia and the Bolsheviks from this
situation. In comparison, upsetting a few extreme Bolsheviks did not
matter much.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 The NEP was a success. Lenin introduced it because War Communism

had caused enormous hardship. There were food shortages and a terrible
famine and there had been a naval mutiny at Kronstadt. The NEP was
designed to improve conditions and win back support from peasants and
workers. It allowed peasants to sell some of their grain for a profit and
small factories went back into private ownership. It led to industrial
production recovering and to peasants producing more food.
OR
 The NEP was a failure. Many Bolsheviks were horrified by it because it
was a step backwards from true communism. It also led to the
appearance of Nepmen who made enormous profits by exploiting the
peasants. This was also against Bolshevik principles. Although Lenin
argued it was only a short-term measure, it created deep divisions
between the Bolsheviks and it did not even improve the lot of the
industrial workers who resented the Nepmen.

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Question Answer Marks

13(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Grain production went up.

 Trade with other countries increased.
 There was less discontent and fewer strikes.
 Factory production increased.
 Some peasants benefited.
 Nepmen exploited people and became rich.
 Farming was not modernised.
 It was seen by some Bolsheviks as a move away from communist ideas.
 It did not help industrial workers.
 Growing inequality between peasants.

Level 1: Writes about the topic but does not address the question.
1 mark

 The NEP was introduced by Lenin to try and make the situation better. It
changed a lot of things, but this was necessary because Russia was in
such a terrible situation in 1920.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

14(a) Describe how villages were collectivised. 4

One mark for each relevant point.

Responses may include the following:

 A propaganda campaign was used to explain the advantages of

collectivisation.
 The government sent officials to force peasants to agree.
 Many peasants were driven from the land and even sent to Siberia.
 Large farms were created by putting the land of many peasants together.
 Peasants lost their individual plots of land that they had owned.
 The peasants had to work to government targets.
 The peasants shared equipment and resources.
 It allowed more modern machinery to be used.
 Any profits left after the state had been given what it demanded were
shared among the farmers.
 The kulaks were eliminated as a class.

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Question Answer Marks

14(b) Why did industrial production increase under Stalin? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 Industrial production increased because far more workers were used.

Many of these workers were women and by the late 1930s nearly half of
industrial workers were women. Most had not worked before. Centres
were set up to look after their children. This added enormous numbers to
the workforce so that more could be produced. The number of workers
also increased by using prisoners on projects like dams and canals.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The Five-Year Plans.

 Workers were bombarded with propaganda.
 Tight government control.
 Clear targets set.
 Foreign engineers called in to supervise the work.
 The example of Stakhanov.
 More women added to the workforce.
 Strict discipline with workers having to work very hard.

Level 1: Writes about the topic but does not address the question.
1 mark

 Industrial production increased because this was one of Stalin’s main

aims. All kinds of goods were produced but mainly heavy industry.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

14(c) How far had the lives of Russians improved by the mid-1930s? Explain 10
your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 Overall, the lives of Russians did not improve. Russia’s industrial output
went up and more women could work but it is important to remember that
Stalin was not interested in making people’s lives better; he wanted to
make Russia a modern and powerful industrial state that could defend
itself. While Russia made tremendous progress in that, the everyday lives
of ordinary Russians did not really improve. In fact, they had to make
enormous sacrifices and between 1928 and 1937 wages fell.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 The lives of Russians had not improved. Industrial production may have
gone up but most of this was in heavy industry. Consumer goods like
clothes and radios that may have improved living standards were not
being produced and so people’s lives did not improve much. The working
conditions in many industrial plants were dreadful with people having to
work very hard. Nor had the lives of many peasants improved. There had
been a dreadful famine in 1932-3 and millions had starved. The kulaks
were also worse off. Many were rounded up and sent to labour camps.
OR
 The group that did have better lives by the mid-1930s were women.
Women were given more freedom to work. Crèches were provided at
workplaces so that their children would be looked after, thus allowing
mothers to go to work. Free health care was provided as well as paid
holidays. By the 1930s women made up most of the doctors and about a
third of engineers. So for some women there were new opportunities.

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Question Answer Marks

14(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Few consumer goods.

 Quality of new housing for industrial workers was poor.
 Discipline at work was harsh with severe punishments.
 Wages fell.
 The famine of 1932-3.
 Kulaks suffered badly.
 Little personal freedom.
 More women could work.
 Free health care.
 Paid holidays.
 Provision of nurseries so mothers could work.
 Housing provided for workers.

Level 1: Writes about the topic but does not address the question.
1 mark

 The lives of many Russians were still hard although there were some
improvements. Russia was gradually becoming a strong and modern
country.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

Depth Study D: The United States, 1919–41

15(a) What was the ‘Red Scare’? 4

One mark for each relevant point.

Responses may include the following:

 Americans were alarmed at the 1917 Russian Revolution.

 Fear of communism.
 Fear that immigrants were bringing radical political ideas such as
anarchism with them.
 Fear of immigrants from southern and eastern Europe.
 The strikes of 1919 made Americans more fearful.
 The bomb blasts of 1919 made Americans more fearful.
 Fears that strikes were inspired by communism.
 Strong reaction by the authorities – suspected communists rounded up
and deported.
 The press and some politicians whipped people up so that conspiracies
were seen everywhere.

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Question Answer Marks

15(b) Why did the cinema grow in popularity during the 1920s? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 One of the reasons for the growth in popularity was the arrival of talking
pictures in 1927. Up until then, every movie was silent and cinemas
employed musicians to play music during the films. The use of sound and
speech in films made them much more exciting. The talkies were far
more popular and people flocked to the cinema. In a few years after the
first talkie, ticket sales more than doubled.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 It was very inexpensive.

 Americans had more leisure time.
 The attraction of big stars.
 Incomes were going up in the ‘boom’.
 The economic boom.
 An escape from their everyday lives.
 The arrival of ‘talkies’.
 People could socialise in cinemas.
 The films included exciting romances and gangster action.
 The cinemas were warm and very comfortable.
 More people had cars so they could drive to cinemas.
 A major industry was developing in Hollywood.

Level 1: Writes about the topic but does not address the question.
1 mark

 The cinema became more popular because lots of people wanted to see
the films. It became part of everyone’s life.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

15(c) Which was more of a problem for the United States in the 1920s: 10
gangsterism or the Ku Klux Klan? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 Although the gangsters were a real problem in cities and caused murder
and corruption, they were caused by Prohibition. In 1933, Prohibition was
abolished and gangsterism was largely defeated. The KKK was much
more of a problem. The gangsters were a small minority but the KKK had
millions of members in the South and represented the prejudices of a lot
of people. They also murdered far more people than the gangsters did.
The KKK was the biggest problem because it represented attitudes
deeply rooted in American society.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 Gangsterism developed in the 1920s largely because of Prohibition. This

was a ban on selling and making alcoholic drinks. In big cities people
were willing to still buy and drink alcohol. This gave criminals the chance
to supply it. Gangsters like Al Capone started to do this but soon they
were fighting each other for control of parts of cities. This led to the gangs
having gun fights and murdering each other. Soon, many cities were
plagued with murders coming from the gangsters, which was a real
problem for the authorities.
OR
 The Ku Klux Klan was a real problem. It was an organisation that
believed in white supremacy. It was racist and attacked, intimidated,
tortured and murdered black Americans. Thousands were murdered by
lynching. It was a serious problem because the KKK had a membership
of five million people, including many important politicians. It was also
against Jews, Catholics and foreigners. In fact, it was against anyone
who it thought was a danger to what it saw as American values.

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Question Answer Marks

15(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The gangsters supplied the illegal speakeasies with alcohol.

 The gangsters largely killed each other.
 There was the St. Valentine’s Massacre.
 The gangsters corrupted policemen and judges.
 The gangsters spread crime across whole cities.
 The gangsters were finished when Prohibition was repealed.
 The KKK was revived after ‘The Birth of a Nation’ in 1915.
 The KKK had support among politicians.
 The KKK attacked Jews, Catholics and foreigners.
 Members of the KKK were often found not guilty in Southern courts.
 The KKK had millions of members.
 The KKK murdered thousands of black Americans.
 The KKK operated largely in the South.
 The KKK represented views held by many people in the South.
 The KKK declined after 1925.

Level 1: Writes about the topic but does not address the question.
1 mark

 Both of these were terrible and did many terrible things. The USA was
better off when both groups had been dealt with and faded away.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

16(a) Describe how Roosevelt reacted to the Supreme Court decisions of 4

1935–36 about the New Deal.

One mark for each relevant point.

Responses may include the following:

 He was angry that the Supreme Court acted against the New Deal.
 He asked Congress to let him appoint six new Supreme Court judges.
 He claimed the judges were too old and were reactionary.
 He wanted judges sympathetic to the New Deal.
 He claimed that there were not enough judges on the Supreme Court to
get through all their work.
 Roosevelt backed down.

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Question Answer Marks

16(b) Why did Roosevelt do so much in the ‘Hundred Days’ of 1933? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 He had to do so much because the situation in the USA was desperate.

There was an enormous amount of unemployment. Many farmers had
lost their farms and were without a job. In the cities, millions of people lost
their jobs in industries that had to close. They had to sell their houses or
could not pay their rent and ended up on the streets with no job and
nowhere to live. People were searching through rubbish tips for food and
shanty towns were appearing. Roosevelt knew that he had to act fast
because there were so many people suffering.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 The situation in the USA was so bad with many people unemployed.
 This was because there were so many people in poverty.
 It was important the banks were saved.
 It was to get the USA out of depression.
 He wanted to improve urgently agriculture and industry.
 It was important to let people know that something was happening.
 He had made promises in the election campaign.
 He wanted to secure his position as president.
 It was important to restore confidence in the economy as quickly as
possible.

Level 1: Writes about the topic but does not address the question.
1 mark

 Roosevelt did a lot very quickly. He introduced the Alphabet Agencies like
the Civilian Conservation Corps.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

16(c) ‘The main reason why there was opposition to the New Deal was 10
because it interfered with business.’ How far do you agree with this
statement? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 Although businessmen and the wealthy opposed the New Deal, they did
not have much effect on Roosevelt. The main reason there was
opposition was because the New Deal did not go far enough. This was
the main reason because it was criticism that affected Roosevelt and led
to the Second New Deal. This focused much more on practical help for
people – helping the unemployed and the poor, building housing, letting
people join unions and giving farmers loans. These measures met some
of the criticisms of people like Huey Long.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 The most important reason was because the New Deal interfered with
business. The leaders of business thought that governments should not
interfere with business. They argued that business had done well in the
1920s because it was left alone. They were against government having a
say over wages and working hours as in the National Recovery
Administration. They said this was like communism. These men were
very powerful and so their opposition mattered a lot.
OR
 There were other important reasons why there was opposition to the New
Deal. One was that it did not do enough. This criticism came from
Democrats rather than Republicans. For example, Huey Long criticised
the New Deal for not helping people enough. He put together his own
scheme called Share Our Wealth which would reduce the fortunes of the
very rich and give everyone a guaranteed minimum wage. Long had
enormous amounts of support but was assassinated.

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Question Answer Marks

16(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Powerful people like businessmen and the wealthy did not like the New
Deal.
 Critics said it was a form of socialism.
 Critics thought Roosevelt was acting like a dictator.
 Critics did not like government interference in business or industry.
 Businessmen thought there were too many codes and regulations.
 There was opposition because of the support for trade unions.
 Opponents formed the Liberty League which became important.
 Schemes like the TVA created unfair competition for private companies.
 Republicans thought it undermined American values.
 Criticisms from his own side hurt Roosevelt more.
 Critics could see there were still many people that were poor.
 Democrats did not think he was doing enough for the poor, e.g. Huey
Long.
 The unemployed and poor needed more direct help.
 The Second New Deal dealt with some of the criticisms from Democrats.
 There was opposition from the Supreme Court which stated parts of the
New Deal were unconstitutional.

Level 1: Writes about the topic but does not address the question.
1 mark

 There was a lot of opposition to the New Deal from all sorts of people.
However, the New Deal helped a lot of people with jobs and support.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

Depth Study E: The Second World War in Europe and the Asia-Pacific, 1939–c.1945

17(a) Describe relations between Japan and the United States in the period 4
before the attack on Pearl Harbor.

One mark for each relevant point.

Responses may include the following:

 Relations were not good because of Japanese expansion.

 Japan lacked oil and other natural resources.
 The US wanted an ‘Open Door’ policy towards China.
 Japan invaded Manchuria.
 The US wanted to protect its imports of oil and rubber from Southeast
Asia.
 The US announced it would stop selling Japan materials that could be
used for war.
 In 1940 an expansionist government came to power.
 Japan demanded Britain close the Burma Road.
 The US banned export of metal and oil to Japan.
 The US began supporting the Chinese against the Japanese.
 Japan invaded Indochina.
 The US took control of Japanese money in the US and closed the
Panama Canal to Japanese ships.
 Talks between the US and Japan failed.

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Question Answer Marks

17(b) Why were the British defeated in Malaya? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 The British were not ready for an attack and they did not seem to expect
an attack on the Malay Peninsula itself. Coordination between the ground
troops and the Royal Air Force was poor. The ground troops were not
trained or equipped properly, nor did the officers show interest in how to
fight jungle warfare. They simply did not think a rapid Japanese advance
through the jungle was possible.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Japan sent their best generals and troops to Malaya.

 The sinking of the Prince of Wales and Repulse.
 The Japanese moved so quickly by using bicycles.
 They used collapsible boats to outflank the British.
 The British defences/troops were unprepared.
 The Japanese had more military strength – over 200 tanks and 600
aircraft.
 The British had ignored warnings that an attack might come at Songkhla
and Kota Bharu.
 The British depended on an early warning of an attack and US help –
neither happened.
 The British assumed fast progress through the jungle was not possible.
 Singapore’s guns were not effective against infantry targets.
 There was a lack of air cover for the British.

Level 1: Writes about the topic but does not address the question.
1 mark

Accept all valid responses.

 The British were defeated in Malaya. This was an unexpected and bitter
blow. They had certainly not expected Singapore to fall so quickly.

Level 0: No creditable response. 0 marks

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Question Answer Marks

17(c) How far was the Japanese attack on Pearl Harbor a success? Explain 10
your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 Although the attack was a great success on the day with many US ships
and planes destroyed, it was a short-term success. It was a strategic
disaster for Japan. Japan had started on its expansion without much
opposition, but Pearl Harbor led to it being faced with a long war against
the US. It was never going to win against American military might and to
encourage such a war was a big mistake. In the end, the attack was a big
miscalculation by Japan.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 The attack was a success. The Japanese caught the Americans

completely by surprise and their planes were able to destroy or damage
20 US warships and over 300 airplanes. Many Americans were also
killed. This was a great victory for the Japanese and a big blow to the
Americans. Much of the Pacific Fleet had been destroyed and it showed
American incompetence in terms of not planning for such an attack. It
also gave Japan a head start in the Pacific War and until mid-1942 the
Japanese won every major battle.
OR
 It was a long-term disaster for Japan. The attack badly misfired because
the Japanese had wanted to pressurise the Americans into lifting
economic sanctions, but it had the opposite effect – the US declared war
on Japan. This meant that Japan now had an enormous military enemy in
the way of its planned expansion. It also had to fight Britain and the US at
the same time. Finally, rather than damage American morale, it put the
Americans behind the US war effort, determined for revenge.

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Question Answer Marks

17(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 Large parts of the US fleet were destroyed.

 Many US airplanes were destroyed.
 It was a big propaganda victory for the Japanese.
 It showed the US was not ready for such an attack.
 The US aircraft carriers were not at Pearl Harbor.
 Important parts of the base were not destroyed such as oil depots and
shipyards.
 The US declared war on Japan.
 It gave the US a chance to rebuild its fleet.
 The attack united the US behind war.
 It meant that Japan had to fight both Britain and the US.

Level 1: Writes about the topic but does not address the question.
1 mark

 The attack on Pearl Harbor was in many ways a success. Waves of

Japanese aircraft attacked Pearl Harbor. This was what Japan wanted to
do because it was angered by many American actions.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

18(a) What was ‘island-hopping’? 4

One mark for each relevant point.

Responses may include the following:

 It was how the Americans won control across the Pacific.

 It was a military strategy.
 It involved bypassing Japanese strongholds.
 It involved seizing lightly defended islands.
 It allowed the US to make raids on Japanese positions.
 It allowed them to move across the central Pacific quickly.
 US forces moved from island to island, using each as a base for
capturing the next.
 Island hopping started at the Battle of Tarawa.

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Question Answer Marks

18(b) Why did the Allies consider it important to hold war crimes trials? 6

Level 4: Explains two reasons. 6 marks

Level 3: Explains one reason. 4–5 marks

Four marks for one explanation, five marks for explanation supported by
specific contextual knowledge.

 They did this because they wanted to denazify Germany. They wanted to
show what terrible things the Nazis had done so that they would be
discredited in the eyes of the German people. They wanted to get rid of
any support for the Nazis in Germany and make sure that Nazis did not
get important jobs in Germany in the future.

Level 2: Identifies or describes valid reason(s); addresses the question

but does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 This was because the war crimes of the Nazis had been so terrible.
 To deter future aggression and war crimes.
 To educate the German people of the true extent of the atrocities.
 To discredit Nazism and denazify Germany.

Level 1: Writes about the topic but does not address the question.
1 mark

 They thought this was an important thing to do. Nazis like Goering went
on trial. After this there were several other trials in Germany. There were
also similar trials in Japan.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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Question Answer Marks

18(c) ‘Germany collapsed in 1945 because of the Russian advance from the 10
East.’ How far do you agree with this statement? Explain your answer.

Level 5: Explains both sides and supports a valid judgement on ‘how

far’. 10 marks

One explanation or more on each side.

 The reason Germany collapsed in 1945 was because it was being

attacked from the east and the west. The linking of the Russians and the
Americans on the River Elbe in April made German defeat inevitable.
Both the Russians and the Western Allies had marched to Berlin as
quickly as possible to take as much territory as possible. This double
attack on Germany made it inevitable it would collapse.

Level 4: Explains both sides. 7–9 marks

For candidates to be awarded this level they must have one explanation on
each side.

Seven marks for one explanation on each side; one additional mark for each
additional explanation on either side.

Level 3: Explains one side. 4–6 marks

One Level 3 mark for each explanation.

 The Russian advance from the east was crucial. The fighting on the
Eastern Front was far bigger than on the Western Front. More troops
were involved and more died. In fact, it was the main front in the war.
Without it, the Allies would have needed double the number of troops on
the Western Front. The Russians moved as quickly as possible because
Stalin wanted to take as much territory as possible for negotiations after
the war. He certainly wanted to take Berlin before the Western Allies. In
April an enormous number of Russian soldiers and amounts of
armaments attacked central Germany. By the end of the month, they had
broken through German lines and encircled Berlin. The Soviet forces
fought their way into the centre of Berlin and in May, Berlin was
surrendered to the Russians. Faced with this massive onslaught,
Germany was bound to collapse.
OR
 The Allied advance from the west was most important. The D-Day
landings gave them a foothold and from there they advanced towards
Germany. The Allies outnumbered the German troops and made rapid
progress through France. By September 1944, they had reached the
German border. Germany’s last chance was its counter-offensive in the
Ardennes. When this failed, the Allies crossed the Rhine and were
capturing vast numbers of German soldiers.

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Question Answer Marks

18(c) Level 2: Identifies or describes valid points; addresses the question but
does not explain. 2–3 marks

One Level 2 mark for each identification/description.

 By 1945, Germany was being attacked on two fronts at once.

 By 1945, Germany was exhausted and did not have the resources to
defend itself.
 Allied bombing had done terrible damage to German industry and people.
 The Russians had enormous numbers of men and resources to throw at
Germany.
 After D-Day, the Allies advanced quickly through France to the German
border.

Level 1: Writes about the topic but does not address the question.
1 mark

 The Russian advance from the east was very important but there were
several other reasons why Germany collapsed in 1945. By this time
Germany was very weak and in a terrible state.

Accept all valid responses.

Level 0: No creditable response. 0 marks

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