CCEA GCSE Specimen Assessment Materials For History

Centre NumberCandidate NumberGeneral Certificate of Secondary Education2019HistoryUnit 2: Outline Study[CODE]SPECIMEN PAPERTIME1 hour 15 minutes.INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number in the spacesprovided at the top of this page and on any additional sheets.Write your answers in the spaces provided in this question paper there may be more space than you need.Answer all questions in Section A and two questions in Section B.For Examiner’suse onlyINFORMATION FOR CANDIDATESQuestionNumberThe total mark for this paper is 60.Quality of written communication will be assessed in question 6(a) or6(b) in Section B.Figures in brackets printed down the right-hand side of pages indicatethe marks awarded to each question or part question.123456TotalMarks31Marks

Section AExaminer OnlyMarks Re-markAnswer all questionsThe questions which follow are about the different interpretations of the war onterror and the invasion of Iraq in 2003.1Study Source A below and answer the question which follows:Source A: American President George W. Bush speaking in 2002The terrorist attacks of September 11 on the USA are a major reasonfor attacking Iraq and this is part of our war on terror. We know thatIraq and Al-Qaeda have contacts that go back a long time. We havelearned that Iraq has trained Al-Qaeda members in bomb-making anddeadly gases. We know that Iraq gave medical treatment to a verysenior Al-Qaeda leader. Some American people are asking why we needto confront Saddam Hussein now. There is a reason. We haveexperienced the horror of September 11 and our response is the war onterror. ”Did President Bush Mislead the Country in His Arguments or War with Iraq?”by James P. Pfiffner, George Mason University.What does Source A tell us about the response of the USA to the attacksof September 11?[4]32

2Study Source B and Source C below and answer the questions whichfollow:Examiner OnlyMarks Re-markSource B: The view of an American politician speaking in 2015about the US invasion of Iraq in 2003I accept that the Bush Administration made terrible mistakes duringthe Iraq War, though I still defend the decision to invade Iraq. Manyintelligence experts believed that the Iraqis had chemical weaponsin their possession and that they would use them against us andtheir own people.Adapted from 2016 NBCnews.comSource C: The view of a cartoonist who was against the US invasionof Iraq in 2003 Carlos Latuff(a) Source B and Source C give different views about the reasons forthe US invasion of Iraq in 2003.Explain two ways in which these views differ.1[2]33

Examiner OnlyMarks Re-mark2[2](b) Explain one reason why the views in Source B and Source C aredifferent.3[2]Study Source D below and answer the question which follows:Source D: The view of Tony Blair speaking in a television interviewin 2015. He was Prime Minister when Britain invaded Iraq in 2003.I can say that I apologise for the fact that the intelligence wereceived about Iraq was wrong. Even though Saddam Husseinhad used chemical weapons against his own people and againstothers, he did not have weapons of mass destruction. Despite this,I find it hard to apologise for removing Saddam Hussein. Eventoday, in 2015, I think it is better that he is not in power. Theinvasion of Iraq was part of our war on terror.Adapted from 1996-2016 The Washington PostHow convincing is the view in Source D about the reasons for the Britishinvasion of Iraq in 2003?Explain your answer using Source D and your contextual knowledge.34

Examiner OnlyMarks Re-mark4[8]Study Sources B, C and D again and answer the question below:How far do you agree with the view in Source D that the invasion of Iraqin 2003 “was part of our war on terror”?In your answer, you must use Sources B, C and D and use informationof your own.35

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Section BExaminer OnlyMarks Re-markAnswer question 5 and either question 6(a) or question 6(b)5Describe two consequences of the Cuban Missile Crisis.1[2]2[2]Answer either question 6(a) or question 6(b)Either6(a) How did the USSR respond to challenges to its power in EasternEurope in the 1950s and 1960s?Use the following guidelines in your answer. You must also useinformation of your own. The Hungarian Uprising, 1956Disagreements over Berlin, 1959–61Czechoslovakia, 1968 - ‘The Prague Spring’[22]Or(b) How did relations between the USA and USSR change in the years1945–1956?Use the following guidelines in your answer. You must also useinformation of your own. The breakdown of the wartime allianceThe Berlin Blockade and Airlift, 1948–49Events in the 1950s37[22]

Tick the box to show which question you have chosen to do.Chosen question number: question 6(a)38or question 6(b)Examiner OnlyMarks Re-mark

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General Certificate of Secondary EducationHistoryGENERAL MARKINGINSTRUCTIONS45

General Marking InstructionsIntroductionMark schemes are intended to ensure that the GCSE examinations are marked consistentlyand fairly. The mark schemes provide examiners with an indication of the nature and rangeof candidates’ responses likely to be worthy of credit. They also set out the criteria whichexaminers should apply in allocating marks to candidates’ responses. The mark schemesshould be read in conjunction with these general marking instructions.Assessment ObjectivesBelow are the assessment objectives for GCSE History.Candidates must:AO1AO2AO3AO4demonstrate knowledge and understanding of the key features and characteristics ofthe period studied;explain and analyse historical events and periods studied using second-order historicalconcepts including continuity, change, cause, consequence, significance, similarity anddifference;analyse, evaluate and use sources (contemporary to the period) to make substantiatedjudgements, in the context of historical events studied; andanalyse, evaluate and make substantiated judgements about interpretations(including how and why interpretations may differ) in the context of historical eventsstudied.Quality of candidates’ responsesIn marking the examination papers, examiners should be looking for a quality of responsereflecting the level of maturity which may reasonably be expected of a 16–year–old, which is theage at which the majority of candidates sit their GCSE examinations.Flexibility in markingMark schemes are not intended to be totally prescriptive. No mark scheme can cover all theresponses which candidates may produce. In the event of unanticipated responses, examinersare expected to use their professional judgement to assess the validity of answers. If ananswer is particularly problematic, then examiners should seek the guidance of the SupervisingExaminer.Positive markingExaminers are encouraged to be positive in their marking, giving appropriate credit for whatcandidates know, understand and can do rather than penalising candidates for errors oromissions. Examiners should make use of the whole of the available mark range for anyparticular question and be prepared to award full marks for a response which is as good asmight reasonably be expected of a 16–year–old GCSE candidate.Awarding zero marksMarks should only be awarded for valid responses and no marks should be awarded for ananswer which is completely incorrect or inappropriate.46

Types of mark schemesMark schemes for questions which require candidates to respond in extended written formare marked on the basis of levels of response which take account of the quality of writtencommunication.Other questions which require only short answers are marked on a point for point basis withmarks awarded for each valid piece of information provided.Levels of responseQuestions requiring candidates to respond in extended writing are marked in terms of levels ofresponse. In deciding which level of response to award, examiners should look for the ‘best fit’bearing in mind that weakness in one area may be compensated for by strength in another. Indeciding which mark within a particular level to award to any response, examiners are expectedto use their professional judgement. The following guidance is provided to assist examiners: Threshold performance: Response which just merits inclusion in the level andshould be awarded a mark at or near the bottom of the range. Intermediate performance: Response which clearly merits inclusion in the level andshould be awarded a mark at or near the middle of the range. High performance: Response which fully satisfies the level description and should beawarded a mark at or near the top of the range.Quality of written communicationQuality of written communication (QWC) is taken into account in assessing candidates’responses to all questions that require them to respond in extended written form. Thesequestions are marked on the basis of levels of response. The description for each level ofresponse includes reference to the quality of written communication.Instructions for examiners:For questions which are assessed using three levels of response the following QWCdescriptors are to be used:Level 1Writing communicates ideas using a limited range of historical terminology and shows someskills of selection of material, but the response lacks clarity and organisation. Candidates spell,punctuate and use the rules of grammar with limited accuracy.Level 2Writing communicates ideas using historical terms accurately and shows some skills of selectionand organisation of material. Candidates spell, punctuate and use the rules of grammar withsome accuracy.Level 3Writing communicates ideas effectively, using a range of precisely selected historical terms, andorganises information clearly and coherently. Candidates spell, punctuate and use the rules ofgrammar with consistent accuracy.47

For questions which are assessed using four levels of response the following QWCdescriptors are to be used:Level 1Writing communicates ideas using a limited range of historical terminology and shows basicskills of selection of material, but the response lacks clarity, structure and organisation of ideas.Candidates spell, punctuate and use the rules of grammar with limited accuracy.Level 2Writing communicates ideas using historical terms mostly accurately and shows some skills ofselection and organisation of material in a structured way. Candidates spell, punctuate and usethe rules of grammar with some accuracy.Level 3Writing communicates ideas using historical terms accurately and shows skills of selection andorganisation of material. Candidates spell, punctuate and use the rules of grammar mostlyaccurately.Level 4Writing communicates ideas effectively, using a range of precisely selected historical terms, andorganises information clearly and coherently. Candidates spell, punctuate and use the rules ofgrammar with consistent accuracy.48

General Certificate of Secondary Education2018HistoryUnit 1:Modern World Studies in Depthand Local Study[CODE]SPECIMENMARK SCHEME49

Section AAVAILABLEMARKSOption 1: Life in Nazi Germany, 1933–1945The detail given in the mark scheme is for examiner guidance and candidatesare not expected to cover every point suggested.1Target AO1: demonstrate knowledge of the key features and thecharacteristics of the period studied.Below is a list of people linked with the Nazi Dictatorship:ReinhardHeydrichDr RobertLeyMartinNiemöllerPaul vonHindenburgJosefGoebbelsMatch each person to the correct description and write your answer in thespace provided. The first one has been done for you.(a) German President before HitlerPaul von Hindenburg(b) Nazi Minister for PropagandaJosef Goebbels[1](c) Leader of the German Labour FrontDr Robert Ley[1](d) Leader of the GestapoReinhard Heydrich[1](e) Protestant minister who opposed the NazisMartin Niemöller[1]One mark for each correct answer.If no answer is correct award [0]2Describe two ways in which the lives of women changed in NaziGermany between 1933 and 1939.Target AO1: demonstrate knowledge and understanding of the keyfeatures and characteristics of the period studied.No rewardable material [0]Able to identify one way with no description [1]For example, women were encouraged to have as many children aspossible.Able to identify one way with limited description [2]For example, awards such as the Motherhood Cross were offered toencourage women to have large families.504

Able to identify one way with detailed description [3]For example, awards such as the Mother’s Cross were offered toencourage women to give birth to as many children as possible. Therewere different levels of the Mother’s Cross, depending on how manychildren the woman had. The Nazis also tried to encourage woman tohave more children by offering lower taxes and increased state benefits tomothers.AVAILABLEMARKSApply criteria to each wayAny other valid point(2 [3])3[6]Below are two methods used by the Nazis to persecute Jewish peoplebetween 1939 and 1945.Choose one method and explain how it affected the lives of Jewishpeople.EinsatzgruppenGhettosTarget AO1 and AO2: demonstrate knowledge and understanding toexplain and analyse historical events and periods studied using secondorder historical concepts: consequence.No rewardable material [0]Level 1 ([1]–[2])Answers will be general statements with little specific content. Commentsare unsupported statements about the method chosen or commentswhich could apply to either.Writing communicates ideas using a limited range of historical terminologyand shows some skills of selection of material, but the response lacksclarity and organisation. Candidates spell, punctuate and use the rules ofgrammar with limited accuracy.Level 2 ([3]–[4])Answers will provide a more detailed description and offer someexplanation and analysis of the effects of the method chosen. Candidatesgive an account of the method but how it affected Jewish people is notdeveloped.Writing communicates ideas using historical terms accurately and showssome skills of selection and organisation of material. Candidates spell,punctuate and use the rules of grammar with some accuracy.Level 3 ([5]–[6])Answers will be well informed and provide an accurate, well-developedexplanation and analysis of how the method chosen affected Jewishpeople. Candidates demonstrate an understanding of the effects of themethod.516

Writing communicates ideas effectively, using a range of preciselyselected historical terms, and organises information clearly andcoherently. Candidates spell, punctuate and use the rules of grammarwith consistent accuracy.AVAILABLEMARKSAnswers may include some of the following:Einsatzgruppen During the Nazi invasions of Poland and the USSR, theEinsatzgruppen burnt towns and villages and executed thousands ofpeople, most of them JewishThe targets were adult males but by August 1941 this was widened toinclude the entire Jewish populationJews were often identified by informers. They were then taken toexecution sites where trenches had already been preparedGhettos Polish Jews were put into ghettos in towns in Eastern Poland.Overcrowding was common and there was a lack of sanitation, whichled to diseases like typhus spreading rapidlyThe Jews in the ghettos were starved deliberately. Tens of thousandsdied from hunger and starvationAs a result armed Jewish resistance developed in almost all of thelarge ghettosAny other valid point4[6]How did rationing affect the German people between 1939 and 1945?Target AO1 and AO2: demonstrate knowledge and understanding toexplain and analyse historical events and periods studied using secondorder historical concepts: consequence.No rewardable material [0]Level 1 ([1]–[2])Answers will be vague and generalised with little or no explanation of howrationing affected the German people.Writing communicates ideas using a limited range of historical terminologyand shows some skills of selection of material, but the response lacksclarity and organisation. Candidates spell, punctuate and use the rules ofgrammar with limited accuracy.Level 2 ([3]–[5])Answers will be more detailed with some analysis of how rationingaffected the German people. There may be omissions and a lack of focuson explanation.526

Writing communicates ideas using historical terms accurately and showssome skills of selection and organisation of material. Candidates spell,punctuate and use the rules of grammar with some accuracy.AVAILABLEMARKSLevel 3 ([6]–[8])Answers will be well informed and provide an accurate and welldeveloped explanation and analysis of how rationing affected the Germanpeople.Writing communicates ideas effectively, using a range of preciselyselected historical terms, and organises information clearly andcoherently. Candidates spell, punctuate and use the rules of grammarwith consistent accuracy.Answers may include some of the following: Food rationing was introduced in 1939 for meat, bread, fats, sugarand ersatz coffee. Clothes rationing was also introduced in 1939.Items such as soap and toilet paper were no longer available and hotwater was permitted on only two days a week.Extra rations were given to workers in heavy industries such asmining, to pregnant women and others such as blood donors.The black market flourished with food, luxury clothing and items suchas perfume being easily obtainable.The shortage of goods meant that many shop windows displayedgoods for ‘decoration only’ and the shortage of milk meant that dairiesdisplayed rows of milk bottles full of white salt to make it look like theycontained milk.Clothes rationing was suspended in 1943 and the production ofcivilian clothing suspended. Exchange centres were set up so thatpeople could swap clothes and furniture.In the final twelve months of the war, ration cards were no longerbeing honoured and there were real shortages of food and clothing.Any other valid point5[8]‘Nazi attempts to improve the lives of

“History for CCEA GCSE” by Finbar Madden, Hodder Education, 2009. “History for CCEA GCSE” by Finbar Madden, Hodder Education, 2009. Examiner Only Marks Re-mark 16 2 [2] Examiner Only Marks Re-mark 17 3 St