AS-Level History Unit 1 Specimen and Markscheme

8/14/2019 AS-Level History Unit 1 Specimen and Markscheme

1/32

GCE

Edexcel Advanced Subsidiary GCEin History (8264)

Unit 6521

First examination 2007

Issue 5 September 2005

Specimen Papers with Mark Schemes

exce

lAS/A

GCE

inHistory

nit6521


2/32


3/32

Paper Reference(s)

6521 Papers 1A/1B/1C/1D/1E/1F/1G

Edexcel GCEHistory

Advanced Subsidiary

Unit 1

Sample Assessment Material

Time: 1 hour

Materials required for examination Items included with question papers

Answer Book (AB08) Nil

Turn ove

Instructions to Candidates

Write the information required in the spaces at the top of the front page of your answer book. In thespace marked Subject/module title write the title of the paper for which you have been entered. Inthe space marked Paper reference enter the appropriate reference number shown at the top of this

page: write 6521 followed by the code of the paper for which you have been entered.

Look at page 2 to find the page of the paper for which you have been entered. Turn directly to thatpaper, read the sources carefully, and answer BOTH part (a) and part (b) of the Question.

Write your answers in the answer book. Additional answer sheets may be used.

Information for Candidates

There are 16 pages in this question paper.The total mark for this paper is 60. The marks for the various parts of questions are shown in round

brackets, e.g. (20).The paper comprises a set of sources and a series of questions. Where you are directed to studycertain sources, you must refer to those sources in your answer(s).

Advice to Candidates

Remember that quality of written communication will be taken into account in the marking ofyour answers. Quality of written communication includes clarity of expression, the structure and

presentation of ideas and grammar, punctuation and spelling.

Printers Log. No.

NXXX80A *NXXX80A*


4/32

Answer the ONE Paper for which you have been entered.

Paper Title Page

1A Securing the Tudor Dynasty: the Reign of Henry VII ....................................................3

1B The World Turned Upside Down: Monarchy and Republic in England, 164253 .........5

1C Poverty and the British State, c.181550 ........................................................................7

1D Votes for Women, c.18801918 .......................................................................................9

1E Russia in Revolution, 190517 ......................................................................................11

1F The Seeds of Evil: the Rise of National Socialism in Germany to 1933 ......................13

1G Boom and Bust: Economy and Society in the USA, 191733 .....................................15


5/32

6521A - Paper 1A

Securing the Tudor Dynasty: the Reign of Henry VII

Study Sources 15 below and answer Question 1, parts (a) and (b) which follow.

SOURCE 1(From Polydore Vergil,History of England, written 1513. Here Vergil is writing about the year1491)

King Henry was clever and careful. No one could get the better of him by lies or cunning. Hewas gracious and kind; he was attentive to his visitors and easy to approach. He treated severelysubjects who were indebted to him, or who did not pay him due honour, or who were generousonly with promises. He valued justice above all things, and so he vigorously punished violence,manslaughter and every other kind of wickedness. But all these virtues were hidden by his greed.In a monarch, this is the worst vice, since it is harmful to everyone, and distorts those qualities oftrustfulness, justice and honesty by which the state must be governed.

SOURCE 2

(Part of a letter written September 1496, from the Milanese ambassador in England to thegovernment in Milan)

Everything goes well with the king, especially as he has an immense fortune in his treasury. Allthe nobles of the realm know the royal wisdom, and either fear him or bear him in extraordinaryaffection. Not a man of important rank joins the Duke of York. The state of the realm is in thehands of the nobles, not the people.

SOURCE 3(Part of a letter written by a merchant, Giovanni de Bebulcho to the government of Milan. Theletter records a conversation he had with a Florentine merchant who had recently arrived in thecity of Bruges from England in July 1496.)

I asked him about English affairs. He said that the king is more feared than loved, and this wasbecause of his greed. I asked who had influence with the king. He said there was only one whocan do anything, and he is named Reginald Bray, who controls the kings treasure. The king isvery powerful in money, but if some lord of the blood royal rose against him and he had to taketo the battlefield, he would fare badly. His people would abandon him because of his greed. Theywould treat him as they did King Richard, whom they abandoned.

SOURCE 4

(From Henry VIIs funeral oration, made by John Fisher, the Bishop of Rochester in 1509)

His people were in as humble subjection to him as ever they were to any king. His land was heldin peace and tranquillity. His success in battle against his enemies was marvellous; his dealing intimes of perils and dangers was cold and firm. If any treason was conspired against him, it endedwell for him. His treasure and riches were incomparable. His buildings were most goodly and afterthe newest style that gave great pleasure.

1

5

10

15

20

Line


6/32

SOURCE 5

(From Caroline Rogers,Henry VII, published 1991)

So Henry never felt entirely secure on his throne. Even after the capture of Edmund de la Polein 1506, his brother, Richard, was still roaming Europe, although with little success. The Kingsonly direct male heir (after 1502) was the young Prince Henry. He faced rebellions from his

own subjects over demands for money which showed that he could only rely on their loyaltyto a limited extent. The challenge from the former Yorkists, particularly the Earl of Suffolk wasunnerving especially after they had sworn loyalty to the new regime. Worse still was the threatfrom the pretenders, Simnel and Warbeck, because of their entanglement with foreign powers andthe consequent fear of invasion.

Question 1 (Maximum marks)

(a) Study Sources 1, 2 and 3.

How far do these three sources support the view that Henry VIIs control was weakened by hisgreed?

(20)

(b) Use Sources 4 and 5 and your own knowledge.Do you agree with the view that Henry VII was never entirely secure on the throne?

Explain your answer using these two sources and your own knowledge.(40)

(Total for Question 1: 60 marks)

TOTAL FOR PAPER 1A: 60 MARKS

25

30


7/32

6521B - Paper 1B

The World Turned Upside Down: Monarchy and Republic in England, 164253


SOURCE 1(A description of Charles I from the Memoirs of his adviser, Edward Hyde, later Lord Clarendon.They were written when Hyde was in exile, after the Civil Wars.)

He was not only a prince of admirable virtue, but also had great wisdom and judgement; and theworst of his misfortunes proceeded chiefly from the modesty of his nature, which kept him fromtrusting himself enough, and made him believe that others knew better, who were much inferiorto him; and so to take the advice of more unskilled men, whose affections he believed to beunquestionable to his service.

SOURCE 2

(From an entry made in Latin in the Diary of William Laud, recording an early meeting withCharles I.)

Sunday [1 February 1624] I stood by the most illustrious Prince Charles at dinner. He was thenvery merry Among other things he said that if he had to take any particular profession of life,he could not be a lawyer; adding his reasons. I cannot saith he, defend a bad nor yield in a goodcause. May you ever hold this resolution Sire.

SOURCE 3

(From a letter written by Charles I on the eve of his execution in January 1649, to his son and heir,

Charles, giving him a fathers advice on how to govern.)

The next main pillar on which your success as king will depend, is civil justice, and the settledlaws of these kingdoms are the most excellent rules you can govern by Nor would I have youentertain any aversion or dislike of Parliaments, which, in their right form, will never hinderor diminish your greatness, but will rather be an interchanging of love, loyalty and confidence

between a prince and his people.

SOURCE 4

(From John Lilburnes pamphlet, The Free-mans Freedom Vindicated, published 1646)

All men and women are by nature equal and alike in power, dignity, authority and Majesty. Noneof them has by nature any authority over or above another. It is unnatural, irrational, sinful, andwicked for any man to take and assume unto himself a power and authority to rule, govern or reignover any sort of men in the world, without their free consent.

SOURCE 5

(From G.E. Aylmer,Rebellion or Revolution, published 1986)

There was a popular dimension to the English Revolution. At times, especially in 1640-2, massinvolvement played a crucial part in the course of political events. There was a slight but realthreat, and a much greater imagined one, that there would be a popular rising or attempted take-over in 1647 and 1649; but there was at no time a radical revolution on the brink of success. IfRainsborough and Lilburne wanted to be revolutionary leaders they needed control of the Army.

1

5

10

15

20

Line


8/32

SOURCE 6

(From Angela Anderson, The Civil Wars, published 1995)

The emergence of radicalism during the war was hugely important. Once a minority had begun tochallenge the authority of the Church, and to question the role of the state in religion, issues wereraised that could not simply be ignored. The political and social claims of the Levellers could be

contained with relative ease, but religious enthusiasm was a more dangerous force, that cut acrossclass barriers and created a new and potentially revolutionary element a politicized army.

Question 2

(Maximum marks)

(a) Study Sources 1, 2 and 3.How far do these three sources suggest that Charles I possessed great wisdom and judgement?

(20)

(b) Use Sources 4, 5 and 6 and your own knowledge.Do you agree with the view expressed in Source 5 (line 22) that there was at no time a radicalrevolution on the brink of success?

Explain your answer using these three sources and your own knowledge.(40)


TOTAL MARKS FOR PAPER 1B: 60 MARKS

25


9/32

6521C - Paper 1C

Poverty and the British State, c.181550


SOURCE 1(Evidence given to the Royal Commission on the Poor Laws by Assistant CommissionerS Walcott and published in the Report from the Royal Commission 1834. Walcott was responsiblefor North Wales.)

As a body, I found annual overseers wholly incompetent to discharge the duties of their office,either from the interference of private occupations, or from a lack of experience and skill; butmost frequently from both these causes. Their object is to get through the year with as littleunpopularity and trouble as possible.

SOURCE 2

(From Edwin Chadwick,An Article on the Principles and Progress of the Poor Law AmendmentAct, published 1837)

When the overseers of Uckfield in Sussex met to set a rate for the winter half year of 1836, theyfound that instead of a 5s or 6s rate, a rate of 1s 6d would be enough. In addition, they controlledtwo workhouses for able-bodied men who were out of work, with regular hours, regular diet, no

beer, no tobacco, and strict supervision that provided monotonous work picking oakum.

SOURCE 3

(Evidence given by Langham Rokesby, Chairman of the Market Harborough Union, to the Poor

Law Commissioners and published in their second Annual Report 1836)

Persons who never could be made to work before have become good labourers, and do notexpress any dissatisfaction with the measure*.In most parishes, the moral character of the pooris improving; there is a disposition to be more orderly and well behaved. So far as I can judge,the measure is working out very satisfactorily. The great body of the labouring poor throughoutthe union have become reconciled to it; the workhouse is held in great dread; there is a greaterdisposition to seek for employment, there are very few complaints of misbehaviour, and cases of

bastardy are on the decline.

*The Poor Law Amendment Act 1834

SOURCE 4

(From Friedrich Engels, The Condition of the Working Class in England in 1844, published 1845.Friedrich Engels was a German Socialist. He lived in England for most of his adult life, workingin his fathers cotton factory in Manchester and writing political books and pamphlets.)

The regulations for the new workhouses frighten away everyone who has the slightest prospectof living without this form of relief. The workhouse has been made a repulsive place in order tomake people apply for relief only when they are in extreme need. The food is worse than that ofthe most ill-paid working man outside the workhouse, and the work is harder. This is to preventthe poor from preferring the workhouse to work outside.

1

5

10

15

20

Line


10/32


11/32

6521D - Paper 1D

Votes for Women c.18801918


SOURCE 1(From a song, The March of the Women, composed by Ethel Smyth in 1911 and dedicated to theWomens Social and Political Union. The suffragettes adopted it as their marching song.)

Long, long we in the pastCowered in dread from the light of heaven,Strong, strong stand we at lastFearless in faith and with sight new given.Strength with its beauty, Life with its dutyThese, these beckon us on!

SOURCE 2(From Christabel Pankhurst, published in the first edition ofVotes for Women in October 1907)

If you have any pettiness or personal ambition, you must leave that behind before you cometo this movement that is dedicated to one end: the immediate gaining of the vote for women.There must be no conspiracies, no double dealing in our ranks. The founders and leaders of themovement must lead, the officers must carry out their instructions, the rank and file must loyallyshare burdens of the fight. There is no compulsion to come into our ranks, but those who comemust be as soldiers ready to march onwards into battle.

SOURCE 3(From Teresa Billington-Greig, The Militant Suffragette Movement Emancipation in a Hurrypublished 1911)

I believed in it, worked in it, suffered in it and rejoiced in it, and I have been disillusioned. I do notbelieve any more in votes for women as a cure for all evils. I do not believe that every principleshould be sacrificed to the immediate goal of female suffrage. I condemn the militant suffragemovement and I want to expose the tone and tactics of the WSPU. The crime of the militantsuffrage movement in my eyes is hypocrisy. This womans movement displays rebellion in its

public actions while it belittles and abuses rebellion when it occurs within its own ranks.

SOURCE 4(Part of a speech made by Herbert Asquith in the House of Commons, 1917)

But what concerns me is the problem of reconstruction when the War is over. Questions willarise with regard to womens work and womens roles and I find it impossible to withhold fromwomen, the power and the right of making their voices heard. And let me add that, since the War

began, now nearly three years ago, we have had no recurrence of the detestable campaign whichdisfigured the history of political agitation in this country.

1

5

10

15

20

Line


12/32


13/32

6521E - Paper 1E

Russia in Revolution, 190517


SOURCE 1(From Nicolai Tolstoy, The Open Address to Nicholas II, published 1902. Here he describesconditions in Russia in the early 20th century.)

The rural population grow even more poor. On these 10 million people is the power of Russiabased, and yet famine is their normal condition. All classes are dissatisfied with the governmentand are openly hostile to it. Autocracy is an hopelessly outdated form of government. That is whyit is impossible to maintain this form of government except by violence.

SOURCE 2

(The views of a senior Russian official about the situation in Russia in the early twentieth century,

published 1904)

The end will be that terror from above will awaken the terror from below, that peasant revolts willbreak out and assassinations will increase.

Having said that, we are a rich country with all possible resources. We are simply ill-governed andprevented from unlocking our resources.

SOURCE 3

(From the Petition of the Workers of St. Petersburg taken from the Winter Palace on Sunday 9

January 1905 [Bloody Sunday])

We ask for the reduction of the working day to eight hours, the fixing of the wage rates inconsultation with us, the investigation of our grievances against factory managements, an increasein the daily rate for skilled men and women to one rouble. Neither we nor the rest of the Russian

people enjoy a single human right, nor the right to speak or to think or to meet together to discussour needs.

SOURCE 4

(From a letter written by Guchkov, the Minister for War in the first Provisional Government, toGeneral Alexeyevon on 9 March 1917)

The Provisional Government has no real force that it can use. Its decrees are carried out only tothe extent that is permitted by the Soviet of Workers and Soldiers Deputies. The Petrograd Soviethas in its hands the most important elements of real power, such as the army, the railways, the

post and telegraphs.

5

10

15

Line


14/32

SOURCE 5

(From an account written by Theodore Dan, a leading Menshevik. The account was written andpublished some years after the events took place.)

The defence of the country whilst awaiting a general democratic peace made it necessary tokeep a multi-million army in fighting condition. Care had to be taken to avoid anything that

might disorganise this army. Agricultural reform, therefore, was postponed until the constituentassembly was summoned. If there had been a revolutionary seizure of land and division of estates,millions of peasant soldiers would have deserted from the Front so as to be on the spot when theland was divided.

SOURCE 6

(From Steve Phillips,Lenin and the Russian Revolution, published 2000)

From the start, the Provisional Government had lacked both support and authority. Its attemptsto pursue a moderate line were perhaps undermined by the lack of a substantial middle class inRussia, but it could have done more to gain support from the conservative elements or even from

the moderate Left. Instead, it tended to alienate both groups and as a result was left isolated. Thedecision to continue the war was perhaps the crucial factor, sapping the strength and diverting theenergies of a government whose hold on power was tenuous in the first place.

Question 5

(Maximum marks)

(a) Study Source 1, 2 and 3.How far do these three sources suggest that the chief cause of discontent within the Russian Empirein the early twentieth century was that it was ill-governed?

(20)

(b) Use Sources 4, 5 and 6 and your own knowledge.Do you agree with the view that the continuation of Russias involvement in the First World Warwas the main reason for the failure of the Provisional Government?

Explain your answer using these three sources and your own knowledge.(40)


TOTAL FOR PAPER 1E: 60 MARKS

20

25


15/32

6521F - Paper 1F

The Seeds of Evil: the Rise of National Socialism in Germany to 1933


SOURCE 1(A German worker explains why, in 1922, he left the Communist Party and joined the NSDAP.From Germanys Hitler, a collection of interviews with former Nazis, published in the USA1934.)

Everything Hitler said was just common sense and sound. Although I wasnt one to be won overall in a moment, it didnt take me longer than the first meeting to realise that Hitler was straightas a die.

I went to every one of his meetings after that. Bit by bit he won me round. He knocked theCommunist out of me all about the world revolution to put the world right, and hot air like

that. Instead of prophecies and far-off visions, in National Socialism he gave us a good workingscheme of things we could get busy on right away.

SOURCE 2

(From a confidential report on the NSDAP by the Reich Ministry of the Interior, 15 July 1927)

In spite of the Nazis well-prepared and thoroughly organised propaganda, their successes remainvery modest. This is a Party that is not going anywhere. Today it is a numerically insignificantrevolutionary group that is incapable of exerting any noticeable influence on our great mass of the

population, or on the course of political developments.

SOURCE 3

(An unemployed graduate explains why, in 1925, he joined the NSDAP and remained a partymember into the 1930s)

Just then, I was introduced to Hitler. Life for me then took on a tremendous new significance. Aftereverything, Germany would rise again; after everything I was wanted. I have since committedmyself body, soul and spirit to this movement for the resurrection of Germany. I can only tell youthat I cannot go back. I cannot question. I am pledged, I beg you not to try to set up conflict in mymind. Believe me, I cannot face uncertainty and conflict again. For me, Hitler and the resurrectionof Germany on one side, or suicide on the other. I have chosen Hitler.

SOURCE 4

(From an account by Otto Meissner, State Secretary in Hindeburgs office, made to the NurembergTribunal after the Second World War)

Despite Papens persuasions, Hindeburg was extremely hesitant, until the end of January,to make Hitler Chancellor. Papen finally won him over to Hitler with the argument that therepresentatives of the other right wing parties which would belong to the government wouldrestrict Hitlers freedom of action. In addition Papen expressed his misgivings that, if the presentopportunity were missed, a revolt of the national socialists and civil war were likely.

1

5

10

15

20

Line


16/32

SOURCE 5

(From Ian Kershaw,Hitler, 1889-1936 Hubris, published 1998)

On the nationalist-conservative Right, the relatively sympathetic treatment of Hitler at the timeof the Young Plan Campaign had given way to hostility. Hitler was portrayed for the most part asintransigent and irresponsible, not a statesman, an obstacle to political recovery, the head of an

extremist movement with menacing socialist tendencies. Against these negative images had to beset the adulation of the third of the population that, despite the setbacks of summer and autumn1932, still saw in Hitler the only hope for Germanys future. More than 13.5 million had voted forHitler in the July election. They were all potential or real devotees of the Fuhrer cult.

Question 6

(Maximum marks)

(a) Study Sources 1, 2 and 3.How far do these three sources support the view that the NSDAP was incapable of exerting any

noticeable influence on the German people in the 1920s?(20)

(b) Use Sources 4 and 5 and your own knowledge.Do you agree with the view that until the end of January 1933 it was by no means certain that Hitlerwould come to power?



TOTAL FOR PAPER 1F: 60 MARKS

25


17/32

6521G - Paper 1G

Boom and Bust: Economy and Society in the USA, 191733


SOURCE 1

(From Andre Siegfried, America Comes of Age published 1927. Andre Siegfried was a Frenchhistorian who researched and wrote about the history of several countries.)

In America the daily life of the majority is lived on a scale enjoyed by the privileged classeselsewhere. In 1925, for example, there were 15 telephone subscribers for every 100 inhabitantsas compared with 2 in Europe. Wireless is rapidly winning a similar position for itself, for evenin 1924, the farmers alone possessed over 550,000 radios. The US owns over 81% of all theautomobiles in existence, or one for every 5.6 people.

SOURCE 2(From an article published in a black American newspaper in 1921)

Look around your cabin, look at the dirt floor and the windows without glass! Then ask your folksalready up north about the bathrooms with hot and cold water, the steam heat and the glisteninghardwood floors which down home you only see when you polish them. What chance has theaverage black to get these things down home? And if he does get them how can he be sure butthat some poor cracker* will get his gang together and come round and drive him out? Step on atrain and ride for a day and a night to freedom. Your nickel is worth as much as the other fellowsnickel in the streetcars and you sit wherever you desire a seat.

*cracker = white man

SOURCE 3

(Part of the last statement made by Bartolomeo Vanzetti in 1927 to the court where his appealagainst the death sentence was rejected. He and Sacco were found guilty of murder in 1920)

We were tried during a time that has now passed into history. I mean by that, when there washysteria of resentment and hate against people of our principles, against the foreigner, againstslackers, it seems to me that you have done all you can to prejudice the jury against us. I amsuffering because I am a radical and indeed I am a radical; I have suffered because I was Italian.

SOURCE 4

(From Alistair Cooke,America, published 1976. He came to the United States from England inthe early 1930s.)

Within three months of the Crash, men who worked in big factories, small men who had merrilyplayed the market, were warming their hands before scrap wood fires in the underpass beneath theChicago Opera House. There were skyscrapers just finished that lacked tenants. A secretary wasa ridiculous luxury. There were truckers with nothing to truck, crops that went unharvested andmilk that went undelivered. Somebody had to take the blame, and it fell on Coolidges unluckysuccessor, President Herbert Hoover, a world-famous engineer who had done mighty work ten

years earlier organising the feeding of starving Europe.

1

5

10

15

20

Line


18/32

SOURCE 5

(From Peter Clements,Prosperity, Depression and the New Deal, published 1997)

The setting up of the Reconstruction Finance Corporation in January 1932 was undoubtedlyHoovers most radical measure to combat the Depression. However, many critics saw the RFCas giving direct relief to large concerns while none was offered to individuals in distress. In the

summer of 1932 Hoover finally agreed to support the Emergency Relief and Construction Act,which authorised the Reconstruction Finance Corporation to lend up to $1.5 billion to states tofinance public works. However, to be eligible, the states had to declare virtual bankruptcy and theworks undertaken had to produce revenues which would eventually pay off the loans.

In the end the RFC produced too little far too late.

Question 7

(Maximum marks)

(a) Study Sources 1, 2 and 3.How far do these three sources support the view that the USA was the land of opportunity?

(20)

(b) Use Sources 4 and 5 and your own knowledge.Do you agree with the view that President Hoovers government has been unfairly blamed for theUS economys failure to recover from the Crash of 1929?



TOTAL FOR PAPER 1G: 60 MARKS

END

25

30


19/32

GCE History Mark Schemes

General Instructions on Marking All Units

Principles of Assessment

Examiners are encouraged to exercise their professional discretion and judgement in theassessment of answers. The schemes that follow are a guide and may at times be inapplicable to

answers that tackle questions in an unusual, though acceptable, manner. Where examiners find itnecessary to adapt the mark scheme to the needs of such answers, written comments shouldmake clear the basis on which such decisions were made.

Examiners should at all times mark positively rather than negatively, i.e. reward candidates forwhat they know and understand rather than penalising them for what they do not know orunderstand. Examiners should bear in mind that the examination is designed for a wide abilityrange and should therefore make full use of the whole range of marks available.

Date of marking

Do NOT date scripts. Each script should be numbered consecutively and marking should be

completed in centre number order.

Addition of marks

Marks for each sub-question should be placed in the right hand margin. The final total for ananswer must be ringed and placed in the right-hand margin and transferred to the front sheet.Do not write comments in the right hand margin. The level awarded should be noted in the left-hand margin as L1, L2 etc.

Annotation

The marking of questions is discussed in paragraph 5 below. Examiners must ensure that their

marking is not only accurate and consistent, but that it is easy to follow. Marking conventions asdescribed in the mark schemes and exemplified at standardisation must be followed. Everyanswer must show evidence in the body of the work that it has been marked.

Answers should be analysed as follows:

Underline with a straight line the key points of reasoning and argument, indicate flawedreasoning, irrelevance or error with a wavy line (in the left hand margin if the passages arelengthy).

A cross or encirclement may be used for errors of fact, a question mark may be used to indicate adubious or ambiguous assertion, an omission mark to indicate the absence of material that might

reasonably be expected.

R00417 - Specimen Paper with Mark Scheme - Edexcel GCE History Unit 6521 - Issue 5 - September 2005 19


20/32

Marking of Questions

(a) Levels of response

The mark scheme provides an indication of the sorts of answer that might be found atdifferent levels. The exemplification of content within these levels is not complete. It isintended as guide and it will be necessary, therefore, for examiners to use theirprofessional judgement in deciding both at which level a question has been answered and

how effectively points have been sustained. Candidates should always be rewardedaccording to the quality of thought expressed in their answer and not solely according tothe amount of knowledge conveyed. However candidates with only a superficialknowledge will be unable to develop or sustain points sufficiently to move to higherlevels.

In assessing the quality of thought, consider whether the answer:

(i) is relevant to the question and is explicitly related to the questions terms

(ii) argues a case, when requested to do so

(iii) is able to make the various distinctions required by the question

(iv) has responded to all the various elements in the question

(v) where required, explains, analyses, discusses, assesses, and deploys knowledge ofthe syllabus content appropriately, rather than simply narrates.

Examiners should award marks both between and within levels according to the abovecriteria. This should be done in conjunction with the levels of response indicated in themark schemes for particular questions.

At the end of each answer, examiners should look back on the answers as a whole in the

light of these general criteria in order to ensure that the total mark reflects their overallimpression of the answer's worth.

Maps and diagrams drawn by candidates

A map or diagram which relates directly to the set question, which is substantially accurate andwhich suggests (e.g. by location of places and boundaries) firmer historical understanding of thesubject matter than is shown by the candidate's written work alone should receive credit.Analytical links indicated in such a way in a final hurried part of an answer should be givencredit.

Ccandidates should not be penalised for using note form. If you encounter the use of note form in

a sub-question which requires extended writing, treat it on its merits. Unintelligible or flimsynotes will deserve little, if any, credit. If an answer consists of notes which are full and readilyintelligible, award it the appropriate conceptual level but go to the bottom end of that level.



21/32

Comments by examiners on answers and on scripts

Examiners should feel free to comment on a part of an answer, a whole answer or a completescript to clarify the basis on which marks have been awarded. Such comments are of assistance toTeam Leaders and to any others who may have reason to look further at a marked script at alater stage. These comments must represent professional judgements and must be related to thecriteria for the award of marks. Negative comments should not be employed as an opportunity tovent the examiners frustration! For example, Irrelevant may be an acceptable comment,

hopeless is not.

Consistency

Examiners should apply a uniform standard of assessment throughout their marking once thatstandard has been approved by their Team Leader. They should not try to find extra marks forcandidates. It is the duty of an examiner to see that the standard of marking does not vary in anyparticular area of the mark range.

Spread of marks

Undue 'bunching' of marks is very undesirable. In particular, examiners should not hesitate to

give high marks, and should go up to the maximum if it is deserved.

Rubric offences

A candidate who offends against the rubric of a paper should have all the answers marked andthe best answers counted up to the required number within a particular paper or section of apaper.

An answer that offends against the rubric and that does not score should be indicated thus: QU.2. RUBRIC OFFENCE. DO NOT SCORE.

Illegibility

Scripts which are impossible to read or which contain offensive or disturbing comments should bemarked `E' on the front cover and forwarded (separately) to the Assessment Leader for History atEdexcel after the script has been marked and the mark recorded. Such scripts will be consideredseparately by the Principal Examiners at the conclusion of the awarding meeting.

Quality of written communication

The marking of the quality of written communication is embedded within the levels of responseof some questions. It forms one of the considerations for deciding reward within a level.

Deciding on the mark point within a level

1. The first stage is to decide the overall level and then whether the work represents high,mid or low performance within the level. The overall level will be determined by thecandidates ability to focus on the question set, displaying the appropriate conceptualgrasp. Within any one piece of work there may well be evidence of work at two, or eventhree levels. One stronger passage at level four, would not by itself merit a level fouraward - but it would be evidence to support a high L3 award - unless there were alsosubstantial weaknesses in other areas.



22/32

2. Where the mark range for a level exceeds 5, the level has been divided into 3 sub-bands,high mid and low. To decide which sub band to award within a level the following factorsshould be taken into account:the range and depth of coverage of issuesthe amount and accuracy of supporting informationthe consistency with which the standard is maintained throughout the work.

In each case, the mid point of the mid mark band should be considered first and any move

up or down from that should only be made if there is evidence in the work to support sucha move. A move from the key mark point in a sub-band will be justified if the work hasqualities to be considered for the next band up or down.

3. Assessing quality of written communication

QoWC will have a bearing if the QoWC is inconsistent with the communication descriptorfor the level in which the candidate's answer falls. If, for example, a candidates historyresponse displays mid level two criteria but fits the level three QoWC descriptors, it willrequire a move from the key mark point. In that case the quality of writtencommunication will raise the award of marks to the top of the mid level two sub-band. Inthe case of a borderline candidate, QoWC inconsistent with the history level will raise or

lower the candidate into the next sub-band. In exceptional circumstances, i.e. where thequality of written communication is clearly better, or worse, than that indicated in themain generic mark scheme by more than one overall level, a larger downward orupward adjustment might be justified, across sub-levels or even into the next level downor up, where the candidate has first been placed in the low or high band of a level. Insuch cases, the examiner should make a brief explanatory note on the script.



23/32

Unit 1 (6521) Mark Scheme

Generic Level Descriptors

(a) Awarding marks at key mark points and within level sub-bands

Decide on the level into which any given response falls going first to the key mark point. Work up or down from the key mark point according to:

- the range and depth of coverage- the use of the source materials- the consistency with which the standards are maintained.

Ifthe answeris perceived as being of a higher or lower standard than would be expectedfor a mid-point response, always go first to the key mark point of the high or low bandrelevant to the level.

Reserve the bottom mark of each band for the border line responses. Target: (AO2) Analysis and cross-referencing of the sources for a specific enquiry. (20

The task requires candidates to demonstrate the ability to reach a conclusion using allthree sources.

Level Band Key Mark Point

Level 1 (16 marks) Low (12 marks)Mid (34 marks)High (56 marks)

246


81115

Level 3 (1720 marks) No Bands 19

Level 1 Simple Statements

Responses are likely to be direct quotations or paraphrases from one or moreof the sources. Sources will be used in the form of a summary of information inrelation to the question. (1-6

Level 2 Developed statementsResponses will offer detailed comparisons of similarities and /or differenceswith links made to the question. At this level candidates will begin to considerthe sources as sources of evidence and not simply as sources of information.Responses will go beyond the information contained in the content of thesources and will consider other attributes, such as the nature of the evidence,when using the sources. (7-16

Level 3 Developed explanationResponses will offer a developed and substantiated explanation that addresseshow far in the question and uses the sources with discrimination to addressthe specific enquiry. In addressing how far there will be a clear attempt to:use the sources in combination; and explore what can be said on the basis ofthe evidence, offering developed reasoning and a weighing of the evidence inorder to create a judgement. (17-20



24/32

(b) Awarding marks at key mark points and within level sub-bands

Decide on the level into which any given response falls. If the response is clearly within a particular level go to the key mark point of the mid

band. Work up or down from the key mark point according to:

- the range and depth of coverage- amount and accuracy of supporting information- consistency with which the standard is maintained- quality of written communication- the use of source material- balance in the use of use of sources (62.5%) to own knowledge (37.5%).

If the answer is perceived as being of a higher or lower standard than would beexpected for a mid-point response, always go first to the key mark point of the high orlow band relevant to the level.

Reserve the bottom mark of each band for the borderline responses.Target: Analysis and judgement based on use of sources and own knowledge.

AO1a and AO1b: 15 marks, AO2: 25 marksCandidates who address only AO2 can score a maximum of 25 marks. Likewisecandidates who only address AO1a and b can only score a maximum of 15 marks.

(40

The task requires candidates to engage with an issue, demonstrating the ability to createan explanation and make a judgement using two or three sources and own knowledge.

Level Band Key Mark Point


258

Level 2 (920 marks) Low (913 marks)

Mid (1417 marks)High (1820 marks)

11

1519Level 3 (2135 marks) Low (2125 marks)

Mid (26-30 marks)High (31-35 marks)

232833

Level 4 (3640 marks) No bands 39

Level 1 Simple StatementsResponses will be simple statements from the sources and/or own knowledge,and are most likely to be a mixture of both. They will contain assertions that,although accurate, will be generally unsupported, or supported by poorlydeveloped, inaccurate or irrelevant information. Writing will be simple and

comprehensible. There may be some evidence of basic organisation. Frequentsyntactical and spelling errors are likely to be found. (1-8



25/32


26/32

6521A - Paper 1A Mark SchemeSecuring the Tudor Dynasty: the Reign of Henry VII

1(a) Study Sources 1,2 and 3.

How far do these three sources support the view that Henry VIIs control was weakened byhis greed? (20

Indicative contentDo not be too severe on candidates who make detailed comparisons of the sources withoutactually going beyond the surface features to address the sources as evidence. Suchcandidates giving a full and detailed comparison should be able to get to the key markpoint of Level 2. Possible areas where agreement with the statement could be seen includethe fact that Source 1 makes it clear that all Henrys virtues were hidden by his greed andSource 3 the king was more feared than loved, and this was because of his greedif he hadto take to the battlefield he would fare badly. His people would abandon him because ofhis greed. Areas of disagreement with the statement include Source 1 But all his virtueswere hidden, he was gracious and kind, he valued justice above all things and in Source 2all the nobles either fear him or bear him in extraordinary affection.

1(b) Use Sources 4 and 5 and your own knowledge.

Do you agree with the view that Henry VII was never entirely secure on the throne?Explain your answer using these two sources and your own knowledge. (40

Indicative contentSource 4 can be used to show that Henry VII was able to control any form of opposition tohis throne: His success in battle, his dealing in times of peril and dangers was cold andfirm. If any treason it ended well. There was peace in the land, wealth and up to datestylish buildings. Source 5 can be used as the basis of creating a structured argument withspecific examples to support the statement in the question. Henry never felt entirely

secure on his throne, opposition from the nobility, threats from the Yorkists andpretenders. Rebellions from subjects over demands for money for example the NorthernRebellion of 1489, showed he could rely on their loyalty to a limited extent. In addition, thefear of invasion by France in support of pretenders was great. Own knowledge which couldbe deployed: Henrys fears about the succession particularly after the death of PrinceArthur in 1502. The death of Elizabeth in childbirth in 1503 led to fears that radical Yorkistsmight now reconsider their allegiance. Henry VIIs insecurity because of his weak claim tothe throne. There will be responses that simply describe, with varying degrees of accuracy,the ways in which Henry was secure and/or opposed. Such responses can get to the top ofLevel 2. For access to Level 3 focus must be on the question, with some consideration ofthe areas in which Henry VII was secure/insecure. Candidates operating at Level 3 andLevel 4 must have a clear understanding of the view that Henry VII was never entirely

secure in order to arrive at a judgement.



27/32

6521B - Paper 1B Mark SchemeThe World Turned Upside Down: Monarchy and Republic in England, 1641-53

2(a) Study Sources 1, 2 and 3.

How far do these three sources suggest that Charles I possessed great wisdom andjudgement? (20

Indicative contentDo not be too severe on candidates who make a detailed comparison of the two sourceswithout actually going beyond the surface features to address the sources as evidence. Suchcandidates giving a full and detailed comparison should be able to get to the key markpoint of Level 2 but no further. Possible areas where agreement could be seen include thefact that in Source 1 he was a prince of great wisdom and judgement, and in Source 2, bythe most illustrious Prince Charles. It is clear from Source 3 that Charles is passing hisexperience as a ruler of some wisdom to his son, that he respects justice and the laws.Areas of disagreement in Source 1 make it clear that Charles trusted men who were inferiorto himself that in the selection of individuals for personal service he was a poor judge ofmen. Source 2 implies that he could be stubborn and unwilling to take advice. On the otherhand one can infer from Source 3 that Charles is advising his son to achieve the right form

of governance in England. From this one can infer that he acknowledges his own mistakes ofnot listening to his advisors.

2(b) Use Sources 4, 5 and 6 and your own knowledge.

Do you agree with the view expressed in Source 5 (line 22) that there was at no time aradical revolution on the brink of success?Explain your answer using these three sources and your own knowledge. (40

Indicative contentSource 4 and 6 can be used as the basis of creating a structured argument with specific

examples that challenge the statement. They show that there was a radical revolution interms of social and political issues, for example the questioning of the right of monarchs torule without popular consent, the challenges to the authority of the Church by religiousgroups like the Puritans, the revolutionary elements of the army. In Source 6 thequestioning of the role of religion and the state was perceived as being a dangerous forcebecause it cut across class barriers and led to a politicised army. Source 5 can be used toshow compromise between the radical elements and the state, If Rainsborough etc wantedto be revolutionary leaderstheir only opportunity was in 1647, they did not take it. Inaddition there are elements in Source 6 that indicate that, the Levellers could becontained with relative ease. In Source 5 it argues that the threat was more an imaginedone than real. Own knowledge which could be deployed: Unlikely that the radical groupslike the Levellers enjoyed widespread support. But once their ideas began to spread the

conservative elements within the government were able to isolate them. Attempts at theSettlement highlight the lack of support for radical political and social ideas and changes.There will be many responses that simply describe, with varying degrees of accuracy, theways in which radicalism emerged and its impact. Such responses can get to top of level 2.For access to level 3, focus must be on the question, with some consideration of the areasof radical revolution and whether it was a threat. Candidates operating at Level 3 and 4must have a clear understanding of the question in order to arrive at a judgement.



28/32

6521C - Paper 1C Mark SchemePoverty and the British State, c.1815-50


How far do these three sources support the view that the Old Poor Law was reformedmainly in order to save money? (20

Indicative contentDo not be too severe on candidates who make detailed comparisons of the sources withoutactually going beyond the surface features to address the sources as evidence. Suchcandidates giving a full and detailed comparison should be able to get to the key markpoint of Level 2. Possible areas where agreement could be seen include the fact that inSource 1 the annual overseers were incompetent and therefore wasted money. It is clearfrom Source 2 that measures already introduced show savings being made, the winter ratefor 1836 was reduced from 5s or 6s to 1s 6d. One can infer from this that the old Poor Lawwas perceived to be costly and wasteful. The money used by residents before the reformswas wasted on beer and tobacco. Areas of disagreement are shown in Source 3 where thereforms are not perceived as about saving money but about reforming the character of thepoor. But within this source there are elements of agreement with the statement. The

conditions within the workhouses have deteriorated one assumes because of the reductionof funding and more people are forced to look for work to maintain their standard of living.Source 4 makes it clear that able bodied people are encouraged to work even if it is dulland monotonous.


Do you agree with the view, expressed in Source 3 (line 12), that the Poor Law AmendmentAct was working very satisfactorily in the years after 1834?Explain your answer using these three sources and your own knowledge. (40

Indicative content

Source 3 can be used to show that the Poor Law Amendment was working because there isan improvement in the moral behaviour of the poor. Source 4 can be used as the basis forcreating a structured argument against the statement in the question because on the onehand it is saying the new Poor Law was working because fewer people used it, but on theother it is saying that the conditions within the workhouses were so bad people werefrightened to use them. This is further supported by Source 3 when it states, theworkhouse is held in great dread. In addition Source 5 supports the view that there waswidespread hostility to the workhouses after the reform. Own knowledge: This can be usedto show how there was a compromise between the intentions of the Poor Law AmendmentAct and the implementation of this Act by the local authorities and guardians of theworkhouses. By 1837 the administrative reorganisation was complete, some workhouses hadbeen built but they were fairly grim. Some elements of violent resistance to the changes

occurred particularly in the North because of the severe industrial depression after 1837.Many rural Guardians continued to bend the rules in some respects cheaper to grantminimal outdoor relief. By 1850 only 110,000 paupers out of a total of 1 million wereworkhouse inmates. But the PLAA succeeded in reducing expenditure from 7 million to4.5 million. There will be responses that simply describe, with varying degrees ofaccuracy, the ways in which the PLAA worked satisfactorily. Such responses can get to thetop of Level 2. For access to Level 3 focus must be on the question, with someconsideration of the term satisfactorily. Candidates operating at Level 3 and 4 must havea clear understanding of the issues in order to arrive at a judgement.



29/32

6521D - Paper 1D Mark SchemeVotes for Women, c.1880-1918


How far do these three sources suggest that the WSPU was a united movement? (20

Indicative content

Do not be too severe on candidates who make detailed comparisons of the sources withoutactually going beyond the surface features to address the sources as evidence. Suchcandidates giving a full and detailed comparison should be able to get to the key markpoint of Level 2. Possible areas where agreement could be seen include the fact that thesong in Source 1 calls on the women to march together in unity, strong stand we at last.In addition in Source 2 members are called upon to work together, to leave pettiness andpersonal ambition behind. Everyone must work together whether officers or rank and filemembers. Areas of disagreement are clear in Source 3 which talks about rebellion in theranks because of the militancy of the union. In addition there is disillusion with the strugglefor the vote on two levels, one because of its hypocrisy and secondly, the sacrificing ofprinciples. The writers of the three sources are all members of the WSPU, two of whom arewilling to give everything for the struggle, whereas the writer in Source 3 has become

disillusioned mainly with the way in which the movement appears to be dominated by thePankhursts.


Do you agree with the view that the First World War hindered, rather than helped, thecause of female suffrage?Explain your answer using these three sources and your own knowledge. (40

Indicative contentSource 4 and 5 can be used to show that the First World War was responsible for changingthe views on womens suffrage. Individuals like Asquith were extremely anti-womens

suffrage before the war because of the militancy of the WSPU and blocked the ConciliationBills 3 times between 1910-14. During the war the militant campaign was ended by theWPSU as they worked alongside government agencies for care of the sick etc. Source 5perceives the inevitability of the vote being given to women because of the sacrifices madeby both men and women during the war. In addition they saw women as a steadyinginfluence. Source 5 can be used as the basis of creating a structured argument with specificexamples including the patriarchal view of Selborne, women as a steadying influence andthis is reinforced in Source 6 women did not experience the horrors of the front line. Thisoverlooks the role women played in nursing the sick and wounded and countless other tasksthey performed in supporting the armed forces. Source 6 shows clearly the view that thewar actually obstructed the progress of votes for women because of the social ideas aboutthe separation of the roles of men and women in society. In addition it pushed all the

problems experienced by women in the political sphere lower on the governments agenda.Own knowledge which could be deployed: the role of Millicent Fawcett is an importantconsideration in the war years for winning the vote for women. Whilst the Pankhurststopped their campaign Millicent Fawcett continued to lobby the government. There will bemany responses that simply describe, with varying degrees of accuracy, the ways in whichthe war helped or hindered the granting of the vote. Such responses can get to the top ofLevel 2. For access to Level 3 focus must be on the question, with some consideration ofthe reasons why women won the vote. Candidates operating at Level 3 and 4 must have aclear understanding of the debates in order to arrive at a judgement.



30/32

6521E - Paper 1E Mark SchemeRussia in Revolution, 1905-17


How far do these three sources suggest that the chief cause of discontent within theRussian Empire in the early twentieth century was that it was ill-governed? (20

Indicative contentDo not be too severe on candidates who make detailed comparisons of the sources withoutactually going beyond the surface features to address the sources as evidence. Suchcandidates giving a full and detailed comparison should be able to get to the key markpoint of Level 2. Sources 1, 2 and 3 all agree with the statement that Russia was poorlygoverned. It is clear in Source 1 that the majority of the population faced poverty andfamine, that the nature of the autocratic government, is poorly suited to the needs ofpeople of all classes. Source 2 simply states we are ill-governed and unable to release thewealth within the country. Source 3 highlights the conditions of the workers and theirinability to influence the government of Russia. Differences can be inferred from Source 2and 3 where in Source 2 it highlights the fact that there is great wealth in Russia. Inaddition in Source 3 workers are petitioning the Tsar to help them overcome the problems

they have with their employers. Source 1 disagrees with the statement when it statesgovernment is imposed by violence hence revolutionary forces are being contained.


Do you agree with the view that the continuation of Russias involvement in the FirstWorld War was the main reason for the failure of the Provisional Government?Explain your answer using these three sources and your own knowledge. (40

Indicative contentSource 5 clearly shows the reasons why the Provisional Government continued with the war,

the fear of the desertion of the peasants and the necessity to defend Russia. Source 4 canbe used as the basis of creating a structured argument with specific examples; the notion ofdual power. The Soviet had control of important elements of real power, such as the army,the railways etc. this weakened the Provisional Government. Source 6 supports the viewthat the Provisional Government was weak when it states it alienated the Left and Rightpolitical groups, there was no substantial middle class in Russia. The decision to continuethe war sapped the energies of the government. Other factors to consider include the issueof peasants and land, the fear if land was given to the peasants the soldiers (peasants)would desert. Workers and the factories engaged in war production expected to work longdays for little pay. The Kornilov Revolt and how the Provisional Government had to requestthe Bolsheviks to defend Petrograd against this revolt. Finally, the actions of the liberalpoliticians who had little governmental experience and they made many mistakes. There

will be many responses that simply describe, with varying degrees of accuracy, the ways inwhich the war helped or hindered the Provisional Government. Such responses can get tothe top of Level 2. For access to Level 3 focus must be on the question, with someconsideration of the reasons why the Provisional Government failed to act and take Russiaout of the war. Candidates operating at Level 3 and 4 must have a clear understanding ofthe debates in order to arrive at a judgement.



31/32

6521F - Paper 1F Mark SchemeThe Seeds of Evil: the Rise of National Socialism in Germany to 1933


How far do these three sources support the view that the NSDAP was incapable of exertingany noticeable influence on the German people in the 1920s? (20

Indicative contentDo not be too severe on candidates who make detailed comparisons of the sources withoutactually going beyond the surface features to address the sources as evidence. Suchcandidates giving a full and detailed comparison should be able to get to the key markpoint of Level 2. Possible areas where agreement can be seen include the fact that Source 2makes it clear this Party is not going anywhere, numerically insignificant group. Source 1states I was not easily won over, bit by bit he won me round. Areas of disagreement areclear in Source 1 it did not take more than one meeting, gave us a good working scheme,implying that there were many others who felt the same. Source 3 makes it clear thatHitler was a saviour, that the writer is committed totally to the cause that Hitler promotes.In addition it is clear from the sources 1 and 3 that there was a wide range of support forthe NSDAP. From Source 2 we can infer that the NSDAP was important because the Ministry

of the Interior had commissioned a report on them.


Do you agree with the view that until the end of January 1933 it was by no means certainthat Hitler would come to power?Explain your answer using these two sources and your own knowledge. (40

Indicative contentSource 4 can be used to show the hesitancy of Hindenburg to appoint Hitler and the role ofvon Papen in gaining his agreement to appoint Hitler. Source 5 can be used as the basis of

creating a structured argument with specific examples for and against the statement, thesupport of the Right had given way to hostility in 1932. Hitler and his party were portrayednegatively to the public. But there is support for Hitler in the second half when it highlightsthe amount of popular support for Hitler, this is supported in Source 4 where it states thatif they do nothing there will most probably be a civil war, inferring that the popular supportfor Hitler could be converted to a revolutionary force. Other factors to consider include thereduction in electoral support for Hitler in November 1932. The state of the economy wasimproving and it was during times of uncertainty that Hitler and the NSDAP gained mostsupport. The use of propaganda by the NDSAP to maintain widespread support, discredit thecommunists and the Weimar Republic. The role of the SA in crushing the communists andstopping meetings of the opposition parties. The role of the elites, von Papen, Schleicheretc. in manipulating Hindenburg into giving Hitler the Chancellorship. There will be many

responses that simply describe, with varying degrees of accuracy, the ways in which Hitlercame to power without fully exploring the evidence within the sources. Such responses canget to the top of Level 2. For access to Level 3 focus must be on the question, with someconsideration of the reasons why Hitler was able to overcome the opposition to hisappointment by Hindenburg. Candidates operating at Level 3 and 4 must have a clearunderstanding of the debates in order to arrive at a judgement.



32/32

6521G - Paper 1G Mark SchemeBoom and Bust: Economy and Society in the USA, 1917-33


How far do these three sources support the view that the USA was the land of opportunity? (20

Indicative content

Do not be too severe on candidates who make detailed comparisons of the sources withoutactually going beyond the surface features to address the sources as evidence. Suchcandidates giving a full and detailed comparison should be able to get to the key markpoint of Level 2. Possible areas of agreement could be seen to include the fact that Source1 makes it clear that the USA enjoyed a very high standard of living compared to otherdeveloped countries, Source 2 clearly states that in the northern states the standard ofliving is high and whether you are black or white you can travel on trains, your money isappreciated the same as anyone elses. Areas of disagreement are clearly to be seen inSource 3 when it talks of the hysteria against immigrants from Italy/foreigners, wherewhether guilty or innocent it is your origins/colour that is used against you denying yourights. In Source 2 it asks what chance does the average blacks have in the southernstates, and makes clear the use of violence against individuals who are not WASPs.


Do you agree with the view that President Hoovers government has been unfairly blamedfor the US economys failure to recover from the Crash of 1929?Explain your answer using these two sources and your own knowledge. (40

Indicative contentSource 4 can be used to show the impact of the Crash on individuals and has some sympathyfor Hoover who had just been elected into the Presidency. Therefore the reasons for theCrash were because of the lack of action taken by his predecessor, Coolidge. Source 5 can

be used as the basis of creating a structured argument with specific examples to show thefailures of the Hoover administration; failed to get financial aid to where it was mostneeded, individuals and instead focused on the big institutions and banks. Source 4questions Hoovers methods because he had been able to sort out problems in Europe tenyears earlier but could not help the US. Source 5 sees Hoovers actions as, too little toolate, whereas Source 4 views the lack of action by Coolidge as being of greater importancein not only contributing to the Crash but for its impact on society. Own knowledge couldfocus on the actions of individuals leading up to the Wall Street Crash speculation in thestock market, weak banking system, failure of the Coolidge administration to regulatefinancial dealings, problems with the economy etc. There will be many responses thatsimply describe, with varying degrees of accuracy, the ways in which the Hooversgovernment responded to the Crash. Such responses can get to the top of Level 2. For

access to Level 3 focus must be on the question, with some consideration of whether,Hoovers government had been unfairly blamed. Candidates operating at Level 3 and 4 musthave a clear understanding of the debates in order to arrive at a judgement.

Date post:	31-May-2018
Category:	Documents
Upload:	dafydd-humphreys
View:	224 times
Download:	0 times

AS-Level History Unit 1 Specimen and Markscheme

Documents