History Paper 2 Overview
The USA, 1955-92: conformity and challenge
Overview of assessment:
● Written examination, lasting 1 hour 30 minutes.
● Marks available: 40
● Students answer two questions: a compulsory source question from
Section A and one question from a choice of two from Section B.
● Section A comprises one compulsory source question for the option
studied, assessing source analysis and evaluation skills (AO2).
● Section B comprises a choice of essays that assess understanding of
the period in depth (AO1).
Section A Mark Scheme (AO2)
Level Mark Descriptor
1
1-3
 Demonstrates surface level comprehension of the
source material without analysis, selecting some
material relevant to the question, but in the form of
direct quotations or paraphrases.
 Some relevant contextual knowledge is included, with
limited linkage to the source material.
 Evaluation of the source material is assertive with
little or no supporting evidence.
 Concepts of reliability or utility may be addressed, but
by making stereotypical judgements.
2
4-7
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
3
8-12
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
Demonstrates some understanding and attempts
analysis of the source material by selecting and
summarising information and making undeveloped
inferences relevant to the question.
Contextual knowledge is added to information from
the source material to expand, confirm or challenge
matters of detail.
Evaluation of the source material is related to the
specified enquiry but with limited support for
judgement. Concepts of reliability or utility are
addressed mainly by noting aspects of source
provenance and judgements may be based on
questionable assumptions.
Demonstrates understanding of the source material
and shows some analysis by selecting key points
relevant to the question, explaining their meaning and
selecting material to support valid inferences
Deploys knowledge of the historical context to explain
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4
1316




5
1720




or support inferences as well as to expand, confirm or
challenge matters of detail.
Evaluation of the source material is related to the
specified enquiry and explanation of utility takes into
account relevant considerations such as nature or
purpose of the source material or the position of the
author. Judgements are based on valid criteria but
with limited justification.
Analyses the source material, interrogating the
evidence to make reasoned inferences and to show a
range of ways the material can be used, for example
by distinguishing between information and claim or
opinion, although treatment of the two enquiries may
be uneven.
Deploys knowledge of the historical context to
illuminate and/or discuss the limitations of what can
be gained from the content of the source material,
displaying some understanding of the need to
interpret source material in the context of the values
and concerns of the society from which it is drawn.
Evaluation of the source material uses valid criteria
which are justified and applied, although some of the
evaluation may be weakly substantiated.
Evaluation takes into account the weight the evidence
will bear as part of coming to a judgement.
Interrogates the evidence of the source in relation to
both enquiries with
confidence and discrimination, making reasoned
inferences and showing a range of ways the material
can be used, for example by distinguishing between
information and claim or opinion,
Deploys knowledge of the historical context to
illuminate and/or discuss the limitations of what can
be gained from the content of the source material,
displaying secure understanding of the need to
interpret source material in the context of the values
and concerns of the society from which it is drawn.
Evaluation of the source material uses valid criteria
which are justified and fully applied. Evaluation takes
into account the weight the evidence will bear as part
of coming to a judgement and, where appropriate,
distinguishes between the degree of certainty with
which aspects of it can be used as the basis for
claims.
Section B and C Mark Scheme (AO1)
Level Mark
1
1-3
2
4-7
Descriptor
 Simple or generalised statements are made about
the topic.
 Some accurate and relevant knowledge is included,
but it lacks range and depth and does not directly
address the question.
 The overall judgement is missing or asserted.
 There is little, if any, evidence of attempts to
structure the answer, and the answer overall lacks
coherence and precision.
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
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3
8-12



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4
1316

There is limited analysis of some key features of the
period relevant to the question, but descriptive
passages are included that are not clearly shown to
relate to the focus of the question.
Mostly accurate and relevant knowledge is included,
but lacks range or depth and has only implicit links
to the demands and conceptual focus of the
question.
An overall judgement is given but with limited
substantiation and the criteria for judgement are left
implicit.
The answer shows some attempts at organisation,
but most of the answer is lacking in coherence,
clarity and precision.
There is some analysis of, and attempt to explain
links between, the relevant key features of the
period and the question, although descriptive
passages may be included.
Mostly accurate and relevant knowledge is included
to demonstrate some understanding of the demands
and conceptual focus of the question, but material
lacks range or depth.
Attempts are made to establish criteria for
judgement and to relate the overall judgement to
them, although with weak substantiation.
The answer shows some organisation. The general
trend of the argument is clear, but parts of it lack
logic, coherence and precision.
Key issues relevant to the question are explored by
an analysis of the relationships between key
features of the period, although treatment of issues
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5
1720
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may be uneven.
Sufficient knowledge is deployed to demonstrate
understanding of the demands and conceptual focus
of the question and to meet most of its demands.
Valid criteria by which the question can be judged
are established and applied in the process of coming
to a judgement. Although some of the evaluations
may be only partly substantiated, the overall
judgement is supported.
The answer is generally well organised. The
argument is logical and is communicated with
clarity, although in a few places it may lack
coherence and precision.
Key issues relevant to the question are explored by
a sustained analysis of the relationships between
key features of the period.
Sufficient knowledge is deployed to demonstrate
understanding of the demands and conceptual focus
of the question, and to respond fully to its demands.
Valid criteria by which the question can be judged
are established and applied and their relative
significance evaluated in the process of reaching and
substantiating the overall judgement.
The answer is well organised. The argument is
logical and coherent throughout and is
communicated with clarity and precision.
Essay Questions
1. How accurate is it to say that the growth of suburbia was more
as a result of the economic boom than a cause of it in the period
1955 to 1963? (Pearson AS, Pg. 290)
2. To what extent was Kennedy’s New Frontier Programme
thwarted by Congressional opposition? (Pearson, Pg. 308)
3. How accurate is it to say that there was a backlash against
campaigns for more personal freedoms in the years 1968 to
1972? (Pearson AS, Pg. 332)
4. How accurate is it to say that President Carter was a weak
president? (Pearson, Pg. 346)
5. How accurate is it to say that President Reagan brought
fundamental change to economic policy in the USA? (Pearson AS,
Pg. 362)
6. How far were traditional values important in framing federal
government policy in the 1980s? (Pearson, Pg. 367)
7. How accurate is it to say that the Religious Right was successful
in its aims in the period 1981 to 1992? (Pearson AS, Pg. 369)
8. ‘The Reagan administration was marked more by the divisions it
created than by its achievements.’ How far do you agree with
this statement? ( Pearson, Pg. 370)
9. To what extent was 1981 to 1992 a period of radical change in
popular culture? (Pearson AS, Pg. 376)
10. How accurate is it to say that Johnson’s Great Society
programme (1964-68) transformed US society? (Pearson AS, Pg.
388)
11. To what extent was growth in the ownership and the use of
cars the most important feature of the US economy and society
in the years 1955 to 1963? (Pearson, Pg. 398)
12. Why were so many Americans willing to conform to
contemporary values in the 1950s? (Hodder, Pg. 384)
13. ‘Between 1955 and 1963, the main consequence of increased
car ownership was the growth in service industries.’ How far do
you agree with this statement? (Hodder, Pg. 384)
14. How far can the popularisation of rock ‘n’ roll be considered a
turning point in American society and culture in the years 195563? (Hodder, Pg. 384)
15. To what extent did television and movies both promote
conformity in the years 1955-63? (Hodder, Pg. 384)
16. How significant was the Montgomery bus boycott in the black
American struggle for equality? (Hodder, Pg. 384)
17. How did the increased popularity of television impact upon
Americans in the years 1955-63? (Hodder, Pg. 385)
18. How far did American cities change between 1955 and 1963?
(Hodder, Pg. 385)
19. To what extent did the Interstate Highways Act (1956)
represent a turning point in the US economy and US society in
the years 1955-63? (Hodder, Pg. 385)
20. To what extent did both rock ‘n’ roll fans and ‘beats’ offer a
serious challenge to American society in the years 1955-63?
(Hodder AS, Pg. 385)
21. How far was Betty Friedan responsible for the growth of the
woman’s movement? (Hodder, Pg. 421)
22. How accurate is it to say that Johnson’s Great Society
programme of 1963-68 was a failure? (Hodder AS, Pg. 421)
23. To what extent was the situation of Americans who lived in
poverty improved in the years 1963-72? (Hodder, Pg. 421)
24. How significant was the growth of ‘the silent majority’ in US
politics in the years 1968-72? (Hodder AS, Pg. 421)
25. ‘The Black Panthers achieved little of note.’ How far do you
agree with this view? (Hodder, Pg. 421)
26. To what extent was progress made in individual and civil
rights in the years 1973-80? (Hodder AS, Pg. 450)
27. ‘Popular culture invariable reflected political and social
tensions in the United States in the years 1973-80?’ how far do
you agree with this statement? (Hodder, Pg. 450)
28. ‘Pop culture became escapist during the 1970s.’ how far do
you agree with this statement? (Hodder AS, Pg. 450)
29. ‘Inflation adversely affected the living standards of almost all
Americans during the 1970s.’ how far do you agree with this
statement? (Hodder, Pg. 450)
30. How accurate is it to say that, in the years 1973-80, the
women’s movement achieved a great deal? (Hodder AS, Pg. 450)
31. ‘The economy, society and politics of the United States were
revolutionised in the Regan era (1981-89).’ How far do you
agree with this statement? (Hodder, Pg. 485)
32. How accurate is it to say that, in the years 1981-89, the
Religious Right succeeded in promotion traditional values?
(Hodder AS, Pg. 485)
33. To what extent did the status of women [or substitute with
Native Americans/ethnic minorities/black Americans] change
between 1955 and 1992 [or substitute with 1981 and 1992]?
((Hodder, Pg. 485)