Contents
GCE AS and A Level HISTORY UNITS 1 and 2
Amended Teachers' Guide
For teaching from September 2012
First award in Summer 2013
Page
Introduction
3
Unit HY1 (AS)
11
Unit HY2 (AS)
20
1
WJEC GCE AS HISTORY
TEACHERS’ GUIDE TO THE REVISED AS UNITS
GENERAL INTRODUCTION AND COMMENTARY ON
EXTERNAL UNITS HY1 AND HY2
INTRODUCTION
This teachers’ guide has been produced to supplement the revised WJEC GCE specifications in History
and the revised sample assessment materials following a regulatory scrutiny in 2009-2010. The revised
specification will be available for teaching from September 2012 and the first revised style examinations
will be sat in May 2013.
The teachers’ guide aims to offer support and guidance to teachers in the teaching and administration of
the course.
The guide contains advice on several areas:




The main changes contained in the revised AS course in units HY1 and HY2
Advice on routes through the specification
Advice on the assessment styles to be found on units
Specific advice on each unit
WHAT DO I NEED FOR SEPTEMBER 2012?

The revised specification for GCE History. This is available in electronic format only. It can be
accessed by visiting the website www.wjec.co.uk/historygce

Copies of the revised specimen assessment materials. These contain sample examination papers
for each option and the associated mark schemes. These are available in electronic format only.
They can be accessed by visiting the website www.wjec.co.uk/historygce

The teachers’ guide for the revised GCE course. This is available in electronic format only. It can
be accessed by visiting the website www.wjec.co.uk/historygce
2
WHO CAN I CONTACT FOR HELP ?
Subject Officer for History
Phil Star
02920 265125
phil.star@wjec.co.uk
Contact Phil Star for enquiries regarding specifications, assessment, advice, teaching the course, marking
and examining, initial advice and general support on coursework submissions
Subject Support Officer
Greg Lewis
02920 265035
greg.lewis@wjec.co.uk
Contact Greg Lewis for any materials connected with GCE history such as past papers, mark schemes,
proposal forms, general queries
Chief Examiner for GCE History
Albert Gilbey
awgilbey@hotmail.com
GCE Internal assessment administrator
Amada O‘Byrne
02920 265062
amada.obyrne@wjec.co.uk
Contact Amada O‘Byrne for enquiries regarding the general administration of coursework such as forms,
deadlines and moderators details
CPD Department
02920 265018
inset@wjec.co.uk
Contact CPD to ask about any GCE History courses or to enrol on a course
Bookshop
02920 265112
bookshop@wjec.co.uk
Contact the bookshop to order hard copies of specifications, past papers, mark schemes or appropriate
resources
3
WHAT ARE THE MAIN CHANGES TO THE REVISED AS IN HISTORY FOR TEACHING
FROM SEPTEMBER 2012?
The AS specification in History has been amended as a result of recommendations made following a
scrutiny of the subject by the examinations regulators. Although the WJEC understands that these
changes will mean revisions to programmes of study for most centres, it hopes that centres will see that
the changes offer new opportunities and approaches to the study of both AS units.
The amended specification and the amended specimen assessment materials are available now on the
WJEC website www.wjec.co.uk/historygce
The main changes in HY1 are:

Each period study for HY1 now offers a choice from four topic areas. Some of these are
additional content areas, some have been created by splitting existing topic areas. Candidates will
choose to answer questions on two of these topic areas, as now.
Period Study
Wales and England
1485-1603
Wales and England
1603-1715
Summary of new topic areas
Introduction of a fourth general topic:
Social and economic change in Wales and England, 1525-1588.
The current general topic 2 has been split into two new topics:
Changes in government: Civil War, Regicide and Republic, 1637-1660
The Restoration and the reign of Charles II, 1660-1685
Wales and England The current general topic 2 has been split into two new topics:
1780-1886
Popular protest, 1815-1848
The campaigns for social reform, 1815-1848
Wales and England Introduction of a fourth general topic:
1880-1980
The changing role and status of women, 1880-1929
Europe 1515-1621
Introduction of a fourth general topic:
Spain during the reign of Charles V, 1516-1556
Europe 1696-1815
Introduction of a fourth general topic:
International relations, 1710-1756
Europe 1815-1917
Introduction of a fourth general topic:
The Eastern Question, 1815-1856
Europe 1878-1989
Introduction of a fourth general topic:
Germany 1878-1919




Some of the other general topic areas have had their content amended slightly to make the
coverage clearer for centres
The duration of the examination paper for HY1 will be 1 hour 40 minutes
In each question on the examination paper, key words which relate to historical concepts will be
highlighted. There is no other change to the style or layout of the question papers.
The mark schemes for HY1 have changed considerably. The current arrangement of splitting
Assessment Objective 1 into strands has been replaced by an amalgamated version.
4
The main changes in HY2 are:





there will be one less question – a reduction from five to four
there will be six sources in each question, instead of five, reducing the potential of overlap in the
current questions
the duration of the examination paper for HY2 will be 1 hour 20 minutes
although the revised questions will retain many aspects of the current questions, centres should
note that important changes have been made to the demands of these questions. Further advice is
provided later in this guide on the revised HY2 questions.
the mark schemes for HY2 have changed considerably. The current arrangement of splitting the
Assessment Objectives into strands has been replaced by an amalgamated version.
ASSESSMENT SUMMARY FOR AS HISTORY
AS (2 units)
HY1 1 hour 40 min Written Paper 120 marks (120UMS)
Worth 60% of AS qualification
Worth 30% of A level qualification
Unit title: Chosen Period Study
Outline of paper structure:
Two structured questions, from a choice of four
HY2 1 hour 20 min Written Paper
Worth 40% of AS qualification
Worth 20% of A level qualification
80 marks (80UMS)
Unit Title: Chosen In-depth Study
Outline of paper structure:
One set of four questions, based on the evaluation of historical sources and
interpretations, from a choice of two
5
WHEN WILL THE EXAMINATIONS FOR EACH UNIT BE AVAILABLE?
The following grid demonstrates availability of current and revised unit examinations. Please note
that if candidates enter early in January 2013 for either unit, then their first resit opportunity will be
the new style paper in May 2013. The raw marks and UMS marks are the same so there will be no
disadvantage to any candidates.
Availability of Assessment Units
Unit
HY1
January
2013
Old style paper
May
2013
New style paper
January
2014
New style paper
May
2014
New style paper
HY2
Old style paper
New style paper
New style paper
New style paper
COMMENTARY ON SEPARATE UNITS
UNIT HY1 (AS)
Candidates are required to study a range of nominated topics relating to aspects of the history of the
chosen period study. These topics are mostly from the earlier part of the period study. In this unit,
candidates are required to consider the process of historical change and its causes, consequences and
significance. Each Unit HY1 has four nominated topic areas, each written in an identical style for
consistency. WJEC has tried to put together coherent topic areas with some variety in focus and time
range to endure coverage of most of the early part of the period study.
An example of a HY1 topic area is below:
General topic 1:
Wales and England in transition, c.1880-1929
Focus:
A study of the main social and economic changes in Wales and England
Origins:
The social – economic condition of Wales and England in the late
nineteenth century
Key issues:
Living and working conditions, c.1880
The Liberal reforms, 1906-1914
The impact of World War I on the Home Front
The decline of staple industries after 1919 and the General Strike of 1926
Significance /
consequences:
The significance and consequences of the main social and economic
developments in Wales and England to 1929
6
The origins section encourages teachers to introduce the chosen topic area by considering the background
to the issue. How far back teachers wish to go is up to them, but there may be examination questions set
on background issues.
The key issues section contains a range of essential content which must be studied in order to understand
the general topic area. These are general headings which will not be exemplified further, but teachers are
encouraged to consider the key concepts of causation and change, as appropriate.
It is important that each of these key issues is also studied with a view to its significance and
consequences in the development of the general topic.
WHAT DOES THE HY1 QUESTION PAPER LOOK LIKE?
From May 2013, HY1 will be assessed by an examination which lasts for 1 hour 40 minutes. It is worth
120 marks in total. This is 60% of the AS marks and 30% of the A level marks.
Candidates will have to answer questions on two out of the four nominated topic areas in the
specification. Centres are guaranteed that questions will be set on these nominated areas. It is
recommended that centres cover at least three of the nominated topic areas to give essential coverage and
to give candidates a choice of question on their examination papers.
Each of the four examination questions will be structured into two parts, (a) and (b).
Part (a) will require a focus on explanation, on giving reasons for a named development. In each question,
the key words ‘Explain why’ will be highlighted.
Part (b) will expect candidates to analyse and evaluate a range of issues for their importance, significance
or degree of change. In each question, the key historical concepts will be highlighted.
Centres are reminded that the assessment techniques associated with the HY1 examination remain the
same and further advice may be found in the Examiners Reports on the website and in a presentation
available on the website www.wjec.co.uk/historygce and following the link to History Videos.
An example of a specimen assessment paper for Unit HY1 follows. Question papers for other options are
available in the specimen assessment materials on the WJEC website at www.wjec.co.uk/historygce
7
UNIT 1
PERIOD STUDY 4
ASPECTS OF THE HISTORY OF
WALES AND ENGLAND, c.1880-1980
Answer two questions
In your answer to part (a) you are advised to provide a linked and coherent explanation.
In your answer to part (b) you are advised to evaluate the issue named in the question against a range of
other important issues.
1.
2.
3.
4.
Wales and England in transition, c.1880-1929
(a)
Explain why the Liberal Government introduced social reforms.
[24]
(b)
To what extent was the decline of the staple industries the most significant development
affecting the people of Wales and England 1880-1929?
[36]
British foreign policy, c.1902-1939
(a)
Explain why Britain formed an entente with France in 1904.
[24]
(b)
To what extent was the search for collective security the main influence on British
foreign policy between 1902-1939?
[36]
Party politics, c.1900-1940
(a)
Explain why the Conservative Government had become unpopular by 1905.
(b)
[24]
To what extent was the rise of minority parties the most significant development in
British party politics from 1900-1940?
[36]
The changing role and status of women, 1880-1929
(a)
Explain why women were granted the right to vote by 1928.
(b)
Was the First World War mainly responsible for the changing role and status of women
1880-1929?
[36]
8
[24]
HOW IS UNIT HY1 ASSESSED?
The current mark schemes for HY1 are split into separate strands for each discrete assessment objective,
in this case, AO1a and AO1b. Examiners give a mark for each strand for each answer. They are also
assisted by an indicative content section which gives examples of the quality of response expected at each
level.
From May 2013, HY1 will be assessed by an amended mark scheme. The main changes are itemised
here:

The strands have been amalgamated into one single mark scheme which incorporates elements of
each assessment objective

Each level in the mark scheme has been further divided into low, mid and high bands

The terminology used in the mark scheme is consistently based on the performance descriptors
for AS History, contained in the subject criteria for History.

Each question also has a section of indicative content which shows the aspects of the topic which
should be discussed in the answer

Quality of written communication remains an integral part of the mark scheme for Unit HY1
An example of a specimen marking scheme for HY1 follows. Marking schemes for other options are
available in the specimen assessment materials on the WJEC website at www.wjec.co.uk/historygce
9
HISTORY
MARK SCHEME
UNIT 1
PERIOD STUDY 4
ASPECTS OF THE HISTORY OF
WALES AND ENGLAND, c1880-1980
Part (a)
Distribution of marks within each level for part (a), explaining the weighting for each assessment
objective.
Level 1
Level 2
Level 3
AO1a
1-3 marks
4-6 marks
7-8 marks
AO1b
1-5 marks
6-10 marks
11-16 marks
Total
8
16
24
Marking guidance for examiners
Deciding on the mark point within a level
The first stage for an examiner is to decide the overall level and then whether the work represents high,
mid or low performance within the level.
Quality of written communication
This issue should have a bearing if the quality of written communication is inconsistent with the
descriptor for the level in which the answer falls. In this situation, examiners may decide not to award the
higher mark within the level.
10
ASSESSMENT GRID FOR PART (a)
Target: AO1
Total mark: 24
Focus: Recall, selection and deployment of appropriate historical knowledge;
show understanding of the past through explanation of key concepts
Level
Mark
1
1-8
Descriptor
Award 0 for incorrect or incomplete answers.
Generally for this level, candidates will recall and select limited historical
knowledge. They will show limited evidence of understanding in their analysis
and explanation of key concepts such as change, causation or significance.
Candidates will convey meaning with some clarity, although powers of
expression may be limited and there will be some accuracy in spelling,
punctuation and grammar.
Low Level 1: 1-2 marks
Material seen is brief or very limited in scope; some meaning is conveyed with
some accuracy in spelling, punctuation and grammar.
Mid Level 1: 3-5 marks
Some limited historical knowledge is recalled; brief explanation generally
linked to key concept as identified in the question set; generally
comprehensible with some accuracy in spelling, punctuation and grammar.
High Level 1: 6-8 marks
Limited historical knowledge is recalled; limited explanation of the key concept
as identified in the question set; answer has some coherence and accuracy in
spelling, punctuation and grammar.
2
9-16
Generally for this level, candidates will recall, select and deploy relevant
historical knowledge. They will show appropriate evidence of understanding
in their analysis and explanation of the key concepts such as change, causation
or significance. Candidates will communicate clearly with reasonable
organisation and appropriate spelling, punctuation and grammar.
Low Level 2: 9-10 marks
Some relevant historical knowledge is recalled, selected and deployed;
undeveloped explanation of the key concept as identified in the question set;
reasonable expression with some organisation and appropriate spelling,
punctuation and grammar.
Mid Level 2: 11-13 marks
Mostly relevant historical knowledge is recalled, selected and deployed; mostly
appropriate explanation of the key concept as identified in the question set;
clear expression and organisation with appropriate spelling, punctuation and
grammar.
High Level 2: 14-16 marks
Relevant historical knowledge is recalled, selected and deployed; valid
11
explanation of the key concept as identified in the question set; clearly
expressed with most parts showing clarity and coherence and appropriate
spelling, punctuation and grammar.
3
17-24
Generally for this level, candidates will recall, select and deploy accurate,
relevant and detailed historical knowledge. They will show evidence of wellfocussed understanding in their explanation and analysis of the key concepts
such as change, causation or significance. They will communicate fluently and
clearly, using appropriate language and structure, using standard conventions
of spelling, punctuation and grammar.
Low Level 3: 17-18 marks
Mostly accurate, relevant and detailed historical knowledge is recalled,
selected and deployed; clear explanation of the key concept as identified in the
question set, with some linking of important factors; answer shows good
organisation, structure and spelling, punctuation and grammar.
Mid Level 3: 19-21 marks
Accurate, relevant and detailed historical knowledge is recalled, selected and
deployed; well-focussed explanation of the key concept as identified in the
question set, demonstrating appropriate understanding of connections between
important factors; answers will be largely coherent, fluent and well-organised
with good spelling, punctuation and grammar.
High Level 3: 22-24 marks
Accurate, relevant and detailed historical knowledge is recalled, selected and
deployed; sustained and consistent explanation of the key concept as identified
in the question set, demonstrating clear understanding of the relationship
between important factors; answers will be coherent, fluent and well-organised
with good spelling, punctuation and grammar.
12
INDICATIVE CONTENT FOR QUESTION 1(a)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
Explain why the Liberal government introduced social reforms.
Candidates are required to demonstrate knowledge of historical concepts in the context of the question
set.
Candidates are expected to show understanding of the inter-relationship of the reasons why the Liberal
government introduced social reforms. Some of the issues to consider may include:






the influence of social reformers such as Booth and Rowntree and other social surveys
poor living and working conditions
the ideology of New Liberalism / national efficiency
the political challenge posed by the growth of the Labour Party
the failure of the previous Conservative government to address such issues
economic and military necessity
INDICATIVE CONTENT FOR QUESTION 2(a)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
Explain why Britain formed an entente with France in 1904.
Candidates are required to demonstrate knowledge of historical concepts in the context of the question
set.
Candidates are expected to show understanding of the inter-relationship of the reasons why Britain
formed an entente with France in 1904. Some of the issues to consider may include:




the settlement of colonial differences
the resolution of potential areas of conflict in Egypt, Sudan and Morocco and fishing off
Newfoundland
the changing relationship with France since Fashoda
that the entente was different from an full alliance.
13
INDICATIVE CONTENT FOR QUESTION 3(a)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
Explain why the Conservative government had become unpopular by 1905.
Candidates are required to demonstrate knowledge of historical concepts in the context of the question
set.
Candidates are expected to show understanding of the inter-relationship of the reasons why the
Conservative government had become unpopular by 1905. Some of the issues to consider may include:




the impact of the Boer War
specific issues such as the Chinese slavery problem and the Taff Vale judgement the growing
popularity of the Liberals and their policies
the lack of meaningful social reform
the unpopularity of certain individual reforms.
INDICATIVE CONTENT FOR QUESTION 4(a)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
Explain why women were granted the right to vote in 1928.
Candidates are required to demonstrate knowledge of historical concepts in the context of the question
set.
Candidates are expected to show understanding of the inter-relationship of the reasons why women were
granted the right to vote in 1928. Some of the issues to consider may include:






the impact of the campaign for women’s suffrage. Expect reference to both Suffragettes and
Suffragists
the impact of the Great War on attitudes to women
the impact of educational reforms in the early 20th century
the changing attitudes of political parties and leading politicians
changing attitudes in society as a whole
specific short-term developments in the late 1920s.
14
Part (b)
Distribution of marks within each level for part (b), explaining the weighting for each assessment
objective.
Level 1
Level 2
Level 3
AO1a
1-4 marks
5-8 marks
9-12 marks
AO1b
1-8 marks
9-16 marks
17-24 marks
Total
12
24
36
Marking guidance
Deciding on the mark point within a level
The first stage for an examiner is to decide the overall level and then whether the work represents high,
mid or low performance within the level.
Quality of written communication
This issue should have a bearing if the quality of written communication is inconsistent with the
descriptor for the level in which the answer falls. In this situation examiners may decide not to award the
higher mark within the level.
15
ASSESSMENT GRID FOR PART (b)
Target: AO1
Total mark: 36
Focus: Recall, selection and deployment of appropriate historical knowledge;
show understanding of the past through analysis and evaluation of key concepts and
characteristics
Level
Mark
1
1-12
Descriptor
Award 0 for incorrect or incomplete answers.
Generally for this level, candidates will recall and select limited historical
knowledge. They will show limited evidence of understanding in their
evaluation of the key concepts such as significance, consequence, change and
continuity. They will show limited analysis of the key features and
characteristics of the historical period. Candidates will convey meaning with
some clarity, although powers of expression may be limited and there will be
some accuracy in spelling, punctuation and grammar.
Low Level 1: 1-4 marks
Material seen is brief or very limited in scope; some meaning is conveyed with
some accuracy in spelling, punctuation and grammar
Mid Level 1: 5-8 marks
Some limited knowledge is recalled; limited reference to the key issue only;
generally comprehensible with some accuracy in spelling, punctuation and
grammar
High Level 1: 9-12 marks
Limited knowledge is recalled; some evidence of evaluation of the key issue;
limited judgement is offered regarding other key features; answer has some
coherence and accuracy in spelling, punctuation and grammar
2
13-24
Generally for this level, candidates will recall, select and deploy relevant
historical knowledge. They will show appropriate evidence of understanding
in their evaluation of the key concepts such as significance, consequence,
change and continuity. They will offer an appropriate analysis of the key
features and characteristics of the historical period. Candidates will
communicate clearly with reasonable organisation and appropriate spelling,
punctuation and grammar.
Low Level 2: 13-16 marks
Some relevant historical knowledge recalled, selected and deployed;
undeveloped analysis and evaluation of the key issue; credible judgement is
offered regarding other key features of the historical period; reasonable
expression with some organisation and appropriate spelling, punctuation and
grammar.
Mid Level 2: 17-20 marks
Mostly relevant historical knowledge recalled, selected and deployed; some
appropriate analysis and evaluation of the key issue; appropriate judgement is
16
offered regarding other key features of the historical period; clear expression
and organisation with appropriate spelling, punctuation and grammar.
High Level 2: 21-24 marks
Relevant historical knowledge recalled, selected and deployed; valid analysis
and evaluation of the key issue; clear judgement is offered regarding
importance / significance of other key features of the historical period; clearly
expressed with most parts showing clarity and coherence and appropriate
spelling, punctuation and grammar.
3
25-36
Generally for this level, candidates will recall, select and deploy accurate,
relevant and detailed historical knowledge. They will show clear evidence of
understanding in their evaluation of the key concepts such as significance,
consequence, change and continuity. They will provide a substantiated analysis
of the relationship between key features and characteristics of the whole
historical period. They will communicate fluently and clearly, using
appropriate language and structure, using standard conventions of spelling,
punctuation and grammar.
Low Level 3: 25-28 marks
Mostly accurate, relevant and detailed historical knowledge is recalled,
selected and deployed; clear analysis and evaluation of the key issue; focused
judgement is offered regarding other key features of most of the historical
period; answer shows good organisation, structure and spelling, punctuation
and grammar.
Mid Level 3: 29-32 marks
Accurate, relevant and detailed historical knowledge is recalled, selected and
deployed; well focussed analysis and evaluation of the key issue; well-focused
judgement is reached regarding other key features of the whole historical
period; answers will be largely coherent, fluent and well-organised with good
spelling, punctuation and grammar.
High Level 3: 33-36 marks
Accurate, relevant and detailed historical knowledge is recalled, selected and
deployed; sustained analysis and evaluation of the key issue; substantiated and
supported judgement is reached regarding other key features of the whole
historical period; answers will be coherent, fluent and well-organised with
good spelling, punctuation and grammar.
17
INDICATIVE CONTENT FOR QUESTION 1(b)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
To what extent was the decline of the staple industries the most significant development affecting
the people of Wales and England 1880-1929?
Candidates are expected to reach a substantiated and supported judgement about whether the decline of
the staple industries was the most significant development affecting the people of Wales and England in
the period 1880-1929.
The significance of the decline of the staple industries should be analysed and evaluated in relation to
issues such as:




Britain’s economy and standing with its trading partners.
the relationship between government and the workers.
social change and the demand for better social and working conditions
government attitude towards state intervention
The significance of the decline of the staple industries should be evaluated against other significant
developments affecting the people of Wales and England in this period. Some of the issues to discuss
may include:




the social reforms of the Liberal governments
the changing role of women
the social and economic effects of war
the impact of industrial disputes such as the General Strike
18
INDICATIVE CONTENT FOR QUESTION 2(b)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
To what extent was the search for collective security the main influence on British foreign policy
between 1902-1939?
Candidates are expected to reach a substantiated and supported judgement about whether the search for
collective security was the main influence on British foreign policy between 1902-1939.
The search for collective security as an influence on British foreign policy should be analysed and
evaluated in relation to issues such as:



Britain’s financial commitments in foreign affairs
the desire to maintain peace by co-operative action
the ultimate adoption of the policy of appeasement
The extent of the influence of the search for collective security should be evaluated against other major
influences on British foreign policy in this period. Some of the issues to discuss may include:





the need to protect the Empire
the policy of Splendid Isolation
war-weariness and the need to avoid war
the policy of appeasement
the fear of other nations such as Germany and Russia
19
INDICATIVE CONTENT FOR QUESTION 3(b)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
To what extent was the rise of minority parties the most important development in British politics
from 1900-1940?
Candidates are expected to reach a substantiated and supported judgement about whether the rise of
minority parties was the most significant development in British politics from 1900-1940.
The significance of the rise of minority parties should be analysed and evaluated in relation to issues such
as:




the promotion of democracy and allowing free speech
voicing the disaffection of the people at a time of suffering
the move to extremist solutions
the threat that minority parties posed to the social and political status quo
The significance of the rise of minority parties should be evaluated against other significant developments
in British politics in this period. Some of the issues to discuss may include:





the emergence and development of the Labour Party
the establishment of the National government
the demise of the Liberal party
the period of Conservative party dominance
the rise and fall of prominent governments and political figures.
20
INDICATIVE CONTENT FOR QUESTION 4(b)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
To what extent was the First World War mainly responsible for the changing role and status of
women 1880-1929?
Candidates are expected to reach a substantiated and supported judgement about whether the First World
War was mainly responsible for the changing role and status of women 1880-1929.
The impact of the First World War on the changing role and status of women should be analysed and
evaluated in relation to issues such as:




introduction of legislation which gave women more access to work
the response of women to the war effort
the changing attitudes of many men as a result of the war
the general demand for more political reform
The impact of the First World War on the role and status of women should be evaluated against other
factors responsible for the changing role and status of women in this period. Some of the issues to
discuss may include:







the change in attitude of the various governments across the period
the overall impact of the suffrage movements
the economic emancipation of women
social and cultural change in general
changing educational opportunities
impact of specific individuals and campaigners
the high points of the extension of the franchise in 1918 and 1928
21
UNIT HY2 (AS)
Candidates will be required to study in depth a range of historical topics and problems relating to the
chosen in-depth study. This is a time scale of about 15 - 40 years depending on the option chosen. The
WJEC course offers coherent in-depth studies which include all of the major developments in that depth
study, including causes, events and their significance with some variety in focus on the wider aspects.
In the HY2 unit, the topics are mostly from the earlier part of the in-depth study. This unit should be
approached primarily through study of a range of different types of historical sources, including
contemporary and later sources and historical interpretations.
For each in-depth study, it is expected that centres will teach the whole of the prescribed content
area. The content is laid out in broad themes, including origins, key issues and significance and
consequences.
Each HY2 has an identical layout, as shown below:
Origins:
Reasons for Nazi party growth and support by 1933
Hitler's election as Chancellor.
Key issues:
The establishment of the Nazi dictatorship
The roles of propaganda, indoctrination and terror in the Third Reich.
Nazi social, religious and racial ideology and policy.
The role of the Nazi Party in the Third Reich.
Nazi economic policy: recovery and rearmament
Nazi foreign policy up to 1939
Significance /
consequences:
The significance and consequences of the main developments in Nazi
Germany to 1939
The origins section encourages teachers to introduce the chosen topic by considering the background to
the issue. How far back teachers wish to go is up to them, but there may be examination questions set on
background issues.
The key issues section contains a range of essential content which must be studied in order to understand
the in-depth study. These are general headings which will not be exemplified further. Teachers are
encouraged to use the full range of historical sources when studying these issues.
It is important that each of these key issues is also studied with a view to its significance and
consequences in the development of the in-depth study.
22
WHAT DOES THE HY2 QUESTION PAPER LOOK LIKE?
HY2 will be assessed by an examination which lasts for 1 hour 20 minutes. It is worth 80 marks in total.
This is 40% of the AS marks and 20% of the A level marks.
The question paper will include a choice of one of two sets of four sub-questions, based on the
evaluation of historical sources. The collection of sources and accompanying questions can be taken
from any part of the specified content, but it is promised that they will cover either the entire, or a
substantial part of, the specification. In addition, WJEC undertakes not to set the final question on
minor or insubstantial areas of the specification.
Each question will have four sub-questions, targeted at using the sources and own knowledge.
In relation to each question candidates will be made aware of what is expected in italicised advice, as is
shown in the specimen paper below.
The four sub -questions will be based on aspects of the current questions though the demands have been
modified as is shown below and in the specimen mark scheme provided.
Part (a) will expect definition of an historical term which is used in one of the sources. This question
requires that candidates provide an explanation set in the historical context in which it was produced.
Candidates will therefore need to make use of the attribution of the source to understand what the author
meant by the term in the context in which it was produced.
Part (b) will expect explanation of the importance or significance of an historical event or development.
Candidates will need to analyse and evaluate the content and authorship of the two named sources and
also use their own knowledge in their answer to this question. The candidates will need to focus on the
attributions of the sources and undertake to provide a full explanation of the importance or of the
significance of the named issue in relation to the historical enquiry set.
Part (c) will expect candidates to analyse and evaluate how aspects of the chosen in-depth study have
been interpreted or represented in different ways and also to deploy appropriate historical knowledge
about this aspect. Candidates will be asked to give a supported and valid judgement on a particular
interpretation, eg: Do you agree with the interpretation that Martin Luther was mainly responsible for
the Reformation? They will be expected to use the content and authorship of two nominated sources and
their own knowledge to discuss and come to a valid judgement regarding this interpretation. The
candidates should be able to bring their knowledge of other interpretations into their answer.
Part (d) will expect evaluation of the utility of three nominated sources in the context of the in-depth
study followed. Candidates are expected to demonstrate their ability to analyse and evaluate the
strengths and limitations of the nominated sources demonstrating source evaluation skills. There should
be consideration of the content and the authorship of the nominated sources to discuss issues such as
reliability, bias, purpose and validity, as appropriate, when considering their utility. There should also be
consideration of the limitations of the nominated sources in the wider context of the in-depth study.
An example of a specimen question paper for HY2 follows. Question papers for other options are
available in the specimen assessment materials on the WJEC website at www.wjec.co.uk/historygce
23
UNIT 2
IN-DEPTH STUDY 9
NAZI GERMANY, 1933-1945
Answer one question.
QUESTION 1
Study the sources below and answer the questions that follow.
Source A
The Nazi state which emerged was one which allowed no opposition and which not only sought to repress
and destroy individual freedoms but also to mobilize the minds of the people behind the Fuhrer. The
media were taken over by the agencies of the Ministry of Propaganda, which further organized the mass
rallies and public celebrations of the Third Reich. The syllabuses of the schools and universities were
transformed to reproduce the crude racist views of the Nazi leadership. The civil service was cleared of
dissident elements, and in place of the trade unions the German Labour Front was created.
[D. Geary, an academic historian and specialist in Nazi Germany, writing in a pamphlet for A level
history students, Hitler and Nazism 1993]
Source B
I feel that the setting up of the new Ministry of Popular Enlightenment and Propaganda by the
government is a revolutionary act in so far as the new government no longer intends to leave the people to
their own devices. This government is in the truest sense of the word a people's government. It is not
enough for people to be more or less reconciled to our regime or to be persuaded to adopt a neutral
attitude towards us, rather we want to work on people until they have given in to us.
[Joseph Goebbels, Nazi Propaganda Minister, speaking at his first press conference (March 15th 1933)]
Source C
Much has been written and more will be before the full truth is known, if ever it is. Van der Lubbe was
personally involved, but what his motives were and whether he acted alone, is still disputed.
Contemporary opinion was in no doubt whatever. It was known that an underground passage connected
Goering's office with the Reichstag itself. It was widely believed that the leader of the Berlin SA, Karl
Ernst, had led a fire party through this passage to assist van der Lubbe in his work. Within hours Berliners
had made up a new joke: "Why did van der Lubbe take his shirt off?" "Because" was the answer, "it was a
brown one."
[Sir John Wheeler Bennett, a former British diplomat who worked in Germany from 1927-34, writing in
his memoirs, Knaves, Fools and Heroes (1974)]
24
Source D
On the radio, Goering reported very gravely on the dreadful murder plans of the Communists. A whole
series of underground hiding places had been discovered. Proof was brought to light by the ton of their
involvement in the Reichstag Fire. Hostages were to be taken and used as shields; all cultural monuments
were to be destroyed, just like Russia. Fire had broken out in 28 places. Armed gangs were going to
murder and to burn in the villages. If America and England were wise they would send us money to fight
Bolshevism.
[An extract from the diary of Frau Luise Solmitz, a Hamburg school teacher (March 1st 1933)]
Source E
[A satirical cartoon from the American magazine The Nation. Hitler is saying: "In these three years I have
restored honour and freedom to the German people" (February 1936)]
Source F
He gave his word that he neither wished nor intended to annex Austria: he broke it. He declared that he
would not incorporate the Czechs into the Reich: he did so. He gave his word after Munich that he had no
further territorial demands in Europe: he broke it. He gave his word that he wanted no Polish provinces:
he broke it. He has sworn to you for years that he was the mortal enemy of Bolshevism: he is now its ally.
Can you wonder that his word is not worth the paper it is written on?
[Neville Chamberlain, the British Prime Minister, addressing the German people in a speech broadcast on
the radio to all of Europe (September 1939)]
25
(a)
What does the author of Source D mean by the phrase ‘If America and England were wise they
would send us money to fight Bolshevism’?
In your answer you are advised to discuss the content and authorship of the source and to use
your own knowledge.
[8]
(b)
How important was propaganda in the Third Reich?
Explain your answer analysing and evaluating the content and authorship of Sources A and B
and using your own knowledge.
[16]
(c)
Do you agree with the interpretation that the Nazis were responsible for the Reichstag Fire?
Explain your answer analysing and evaluating the content and authorship of Sources C and D
and using your own knowledge.
[24]
(d)
How useful are Sources B, E, and F in understanding Nazi Germany, 1933-1939?
In your answer you are advised to analyse and evaluate the content and authorship of these
sources and to use your own knowledge.
[32]
26
HOW IS UNIT HY2 ASSESSED?
The current mark schemes for HY2 are split into separate strands for each discrete assessment objective,
in this case, AO1a, AO1b and AO2. Examiners give a mark for each strand for each answer. They are
also assisted by an indicative content section which gives examples of the quality of response expected at
each level.
From May 2013, HY2 will be assessed by an amended mark scheme. The main changes are itemised
here:

The strands have been amalgamated into one single mark scheme which incorporates elements of
each assessment objective

Each level in the mark scheme has been further divided into bands such as low, mid and high,
depending on the mark allocation for the question

The terminology used in the mark scheme is consistently based on the performance descriptors
for AS History, contained in the subject criteria for History.

Each question also has a section of indicative content which shows the aspects of the topic which
should be discussed in the answer

Quality of written communication remains an integral part of the mark scheme for Unit HY2
An example of a specimen marking scheme for HY2 follows. Marking schemes for other options are
available in the specimen assessment materials on the WJEC website at www.wjec.co.uk/historygce
27
HISTORY MARK SCHEME
UNIT 2
DEPTH STUDY 9
NAZI GERMANY, 1933-1939
Part (a)
Distribution of marks within each level for part (a), explaining the weighting for each assessment
objective.
Level 1
Level 2
AO1
1-2 marks
3-4 marks
AO2a
1-2 marks
3-4 marks
Total
4
8
Marking guidance for examiners
Deciding on the mark point within a level
The first stage for an examiner is to decide the overall level and then whether the work represents high or
low performance within the level.
Quality of written communication
This issue should have a bearing if the quality of written communication is inconsistent with the
descriptor for the level in which the answer falls. In this situation, this may mean not awarding the higher
mark within the level.
28
ASSESSMENT GRID FOR PART (a)
Target: AO1; AO2a
Focus:
Total mark: 8
Recall, selection and deployment of appropriate historical knowledge in context;
evaluation of source material
Level
Mark
1
1-4
Descriptor
Award 0 for incorrect or incomplete answers.
Generally for this level, candidates will recall some historical knowledge.
They will show some evidence of understanding of the named issue. They will
comprehend and extract some information from the source. Candidates will
convey meaning with some clarity, although powers of expression may be
limited; there will be some accuracy in spelling, punctuation and grammar.
Low Level 1: 1-2 marks
Material seen is brief or very limited in scope; use of source is limited to
comprehension; some meaning is conveyed with some accuracy in spelling,
punctuation and grammar.
High Level 1: 3-4 marks
Limited historical knowledge is deployed; use of source is limited to
comprehension and extraction; answer has some coherence and accuracy in
spelling, punctuation and grammar.
2
5-8
Generally for this level, candidates will recall, select and deploy relevant
historical knowledge. They will show sound evidence of understanding of the
named issue. They will analyse and evaluate the source material in its
historical context. Candidates will communicate clearly with reasonable
organisation and appropriate spelling, punctuation and grammar.
Low Level 2: 5-6 marks
Mostly relevant historical knowledge recalled and selected; some analysis of
both content and authorship of source; answer shows good organisation,
structure and spelling, punctuation and grammar.
High Level 2: 7-8 marks
Relevant historical knowledge recalled and selected; sound analysis of source
and its context; answer is clearly expressed answers will be coherent, fluent
and well-organised with good spelling, punctuation and grammar.
29
INDICATIVE CONTENT FOR PART (a)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
What does the author of Source D mean by the phrase ‘If America and England were wise they
would send us money to fight Bolshevism.’?
In your answer you are advised to discuss the content and authorship of the source and to use your
own knowledge.
Candidates are expected to use their own knowledge of the period to demonstrate understanding of the
phrase and of the context in which it was made. Candidates are expected to analyse both the content and
the authorship of the source. Some of the issues to consider may include:



central to Nazi propaganda was the idea that Bolshevism/Communism was the cause of all
Germany’s problems and a threat to German society
this was reflected in the Reichstag Fire which was linked to fear of a general Communist rising. It
also reflects contemporary public opinion in Britain and America which saw National Socialism as a
barrier to the spread of Bolshevism in Europe and accounts for the appeal of the author to Britain and
America for money
the author’s view is notable because it shows that public servants such as teachers were taking the
official Nazi line and shows that the Nazis were successful in encouraging the professions through
propaganda to support Nazi policy. This would account for the supportive nature of the tone of the
source and the anti-communist standpoint.
30
Part (b)
Distribution of marks within each level for part (b), explaining the weighting for each assessment
objective.
Level 1
Level 2
AO1
1-3 marks
4-6 marks
AO2a
1-5 marks
6-10 marks
Total
8
16
Marking guidance for examiners
Deciding on the mark point within a level
The first stage for an examiner is to decide the overall level and then whether the work represents high or
low performance within the level.
Quality of written communication
This issue should have a bearing if the quality of written communication is inconsistent with the
descriptor for the level in which the answer falls. In this situation, this may mean not awarding the higher
mark within the level.
31
ASSESSMENT GRID FOR PART (b)
Target: AO1; AO2a
Total mark: 16
Focus: Recall, selection and deployment of appropriate historical knowledge in context; analysis and
evaluation of source material to discuss importance / significance
Level
Mark
1
1-8
Descriptor
Award 0 for incorrect or incomplete answers.
Generally for this level, candidates will recall and select limited historical
knowledge. They will show some understanding through explanation and
analysis of the named issue. They will comprehend and extract information
from the sources in relation to the historical enquiry. Candidates will convey
meaning with some clarity, although expression may be limited; there will be
some accuracy in spelling, punctuation and grammar.
Low Level 1: 1-4 marks
Some limited historical knowledge is recalled; very limited attempt to consider
the importance / significance of the named issue; only comprehends and
extracts from sources; some meaning is conveyed with some accuracy in
spelling, punctuation and grammar.
High Level 1: 5-8 marks
Limited historical knowledge is recalled; weak attempt to assess the
importance / significance of the named issue; comprehension of source
material with limited analysis and evaluation; answer has some coherence
and accuracy in spelling, punctuation and grammar.
2
9-16
Generally for this level, candidates will recall, select and deploy relevant
historical knowledge. They will give sound explanation of the importance /
significance of the named issue. They will analyse and evaluate the source
material in relation to the historical enquiry with a degree of discrimination.
Candidates will communicate clearly with reasonable organisation and
appropriate spelling, punctuation and grammar.
Low Level 2: 9-12 marks
Mostly accurate, relevant and detailed historical knowledge is recalled,
selected and deployed; well-focussed explanation of the significance /
importance of the named issue; valid but incomplete analysis and evaluation of
the content and authorship of the sources; answer shows good organisation,
structure and spelling, punctuation and grammar.
High Level 2: 13-16 marks
Accurate, relevant and detailed historical knowledge is recalled, selected and
deployed; full explanation of the significance / importance of the named issue;
appropriate analysis and evaluation of both the content and authorship of the
sources; answers will be coherent, fluent and well-organised with good
spelling, punctuation and grammar.
32
INDICATIVE CONTENT FOR PART (b)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
How important was propaganda in the Third Reich?
Explain your answer analysing and evaluating the content and authorship of Sources A and B and
using your own knowledge.
Candidates are expected to analyse and evaluate both the content and the authorship of the sources as part
of an enquiry into the importance of propaganda in the Third Reich. Candidates are also expected to use
their own knowledge of the period to demonstrate understanding of the importance of propaganda in the
Third Reich. In relation to the set enquiry and in their analysis of the sources, candidates may consider
some of the following issues:




Source A suggests that propaganda was fundamental to the Nazi programme and permeated all
aspects of German society. The intention was to mobilise the nation in support of National Socialism
and Hitler
Source B holds a similar view as it seems to justify the setting up of the new Ministry by emphasising
the critical part played by propaganda in mobilising support
Geary certainly sees propaganda as important in the Third Reich. His view is given with the benefit
of hindsight as he is aware of the role played by propaganda in indoctrinating a large proportion of
the German people. His view is consistent with the idea that Nazism was totalitarian. His view is
targeted towards his audience of A level students
as a leading Nazi, Goebbels’ view of propaganda is obviously bound to be positive and supportive of
its importance to the Third Reich. Goebbels presents the official face of Nazism in a press conference
and it should be considered in the context of him playing up to an audience of journalists.
33
Part (c)
Distribution of marks within each level for part (c), explaining the weighting for each assessment
objective.
Level 1
Level 2
Level 3
AO1
1 mark
2-3 marks
4 marks
AO2a
1-2 marks
3-4 marks
5-6 marks
AO2b
1-5 marks
6-9 marks
10-14 marks
Total
8
16
24
Marking guidance for examiners
Deciding on the mark point within a level
The first stage for an examiner is to decide the overall level and then whether the work represents high or
low performance within the level.
Quality of written communication
This issue should have a bearing if the quality of written communication is inconsistent with the
descriptor for the level in which the answer falls. In this situation, this may mean not awarding the higher
mark within the level.
34
ASSESSMENT GRID FOR PART (c)
Target: AO1; AO2a; AO2b
Total mark: 24
Focus: Recall, selection and deployment of appropriate historical knowledge in context; analysis and
evaluation of how aspects of the past have been interpreted and represented in different ways
Level
Mark
1
1-8
Descriptor
Award 0 for incorrect or incomplete answers.
Generally for this level, candidates will recall and select limited historical
knowledge. They will comprehend and extract information from the sources.
They will use the sources as evidence to support limited arguments.
Awareness of different interpretations will be very limited. Candidates will
convey meaning with some clarity, although powers of expression may be
limited; there will be some accuracy in spelling, punctuation and grammar.
Low Level 1: 1-4 marks
Some limited historical knowledge is recalled; extracts material from sources;
some meaning is conveyed with some accuracy in spelling, punctuation and
grammar.
High Level 1: 5-8 marks
Limited historical knowledge is recalled; comprehends and extracts from
source material with limited analysis and evaluation; shows some awareness
of the interpretations of the issue in the sources; answer has some coherence
and accuracy in spelling, punctuation and grammar.
2
9-16
Generally for this level, candidates will recall, select and deploy relevant
historical knowledge. There will be appropriate but patchy analysis and
evaluation of the sources. They will use the sources as evidence to support
arguments. They will show an understanding of different interpretations.
Candidates will communicate clearly with reasonable organisation and
appropriate spelling, punctuation and grammar.
Low Level 2: 9-12 marks
Some accurate and relevant historical knowledge is recalled, selected and
deployed; some appropriate analysis and evaluation of source material; shows
awareness of different interpretations of the issue; reasonable expression with
some organisation and appropriate spelling, punctuation and grammar.
High Level 2: 13-16 marks
Mostly accurate and relevant historical knowledge is recalled, selected and
deployed; valid analysis and evaluation of source material; sources used to
support argument; shows awareness of different interpretations of the issue;
clearly expressed with most parts showing clarity and coherence and
appropriate spelling, punctuation and grammar.
35
3
17-24
Generally for this level, candidates will recall, select and deploy relevant
historical knowledge appropriately. They will analyse and evaluate source
material with discrimination. They will use the sources appropriately to
support arguments. They will show an understanding of how aspects of the
past have been interpreted in different ways. They will communicate fluently
and clearly, using appropriate language and structure, using standard
conventions of spelling, punctuation and grammar.
Low Level 3: 17-20 marks
Mostly accurate, relevant and detailed historical knowledge is recalled,
selected and deployed; convincing analysis and evaluation of source material
with sources used to support argument; shows how the issue has been
interpreted in different ways; answer shows good organisation, structure and
spelling, punctuation and grammar.
High Level 3: 21-24 marks
Accurate, relevant and detailed historical knowledge is recalled, selected and
deployed; sustained analysis and evaluation of source material with sources
used to support argument; shows clear awareness of different interpretations of
the issue; answers will be coherent, fluent and well-organised with good
spelling, punctuation and grammar.
36
INDICATIVE CONTENT FOR PART (c)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
Do you agree with the interpretation that the Nazis were responsible for the Reichstag Fire?
Explain your answer analysing and evaluating the content and attribution of Sources C and D and
using your own knowledge.
Candidates are expected to show an understanding of how aspects of the past have been interpreted in
different ways. They are also expected to demonstrate their ability to analyse and evaluate source
material and use it to support arguments. Answers will consider the content and authorship of the sources
and use their own knowledge of other interpretations in making their judgement on the interpretation that
the Nazis were responsible for the Reichstag Fire. Some of the issues to consider may include:




candidates are invited to enter into a debate on the responsibility for the Reichstag Fire. The debate is
well known and candidates should be able to consider whether the interpretation is valid, or does the
Nazi ‘official’ version have any credibility?
Source C suggests that even though Van der Lubbe was involved, it is likely that the Nazis played
some role and so supports the interpretation in the question. This is the view of a former diplomat
who was likely to have been moving in political circles at this time and his view is likely to be valid
even though it is written in his memoirs. However, it should be noted that the belief that the Nazis had
most to gain from the Fire was given wide currency among diplomats and foreign journalists at the
time and so should be treated with caution
Source D is an example of the official Nazi line on the fire, as portrayed to the German people and
supports a different interpretation blaming the Communists. The effectiveness of such propaganda is
demonstrated by the entry from the diary of a school teacher. The fact that the Nazis co-ordinated all
the professions throws an element of doubt about the veracity of this source and so is flawed and not
really supported by much evidence. It reveals the persuasive influence of Nazi propaganda when they
wanted a belief to be accepted
candidates might well consider an alternative interpretation that Van der Lubbe was acting alone or
used as a tool by the Nazis. It is possible that he was an anarchist attacking any symbol of authority.
37
Part (d)
Distribution of marks within each level for part (d), explaining the weighting for each assessment
objective.
Level 1
Level 2
Level 3
AO1
2 mark
4 marks
6 marks
AO2a
1-6 marks
7-14 marks
15-20 marks
AO2b
1-2 marks
3-4 marks
5-6 marks
Total
10
22
32
Marking guidance for examiners
Deciding on the mark point within a level
The first stage for an examiner is to decide the overall level and then whether the work represents high,
mid or low performance within the level.
Quality of written communication
This issue should have a bearing if the quality of written communication is inconsistent with the
descriptor for the level in which the answer falls. In this situation, this may mean not awarding the higher
mark within the level.
38
ASSESSMENT GRID FOR PART (d)
Target: AO1; AO2a; AO2b
Focus:
Total mark: 32
Recall, selection and deployment of appropriate historical knowledge in context; analysis
and evaluation of a range of source material with discrimination
Level
Mark
1
1-10
Descriptor
Award 0 for incorrect or incomplete answers.
Generally for this level, candidates will recall and select limited historical
knowledge. They will comprehend and extract information from the sources.
They will use the sources as evidence to support limited arguments.
Candidates will convey meaning with some clarity, although powers of
expression may be limited; there will be some accuracy in spelling, punctuation
and grammar.
Low Level 1: 1-4 marks
Some limited historical knowledge is recalled; only comprehends and extracts
from some of the nominated sources; some meaning is conveyed with some
accuracy in spelling, punctuation and grammar.
Mid Level 1: 5-7 marks
Limited historical knowledge is demonstrated; comprehends and extracts from
the nominated source material; shows some awareness of the limitations of the
given sources; generally comprehensible with some accuracy in spelling,
punctuation and grammar.
High Level 1: 8-10 marks
Limited historical knowledge is applied; comprehends and extracts from
source material with weak analysis of each of the nominated sources; offers a
very limited judgement on utility of sources; answer has some coherence and
accuracy in spelling, punctuation and grammar.
2
11-22
Generally for this level, candidates will recall, select and deploy relevant
historical knowledge. There will be appropriate but patchy analysis and
evaluation of the sources. They will use the sources as evidence to support
arguments. Candidates will communicate clearly with reasonable organisation
and appropriate spelling, punctuation and grammar.
Low Level 2: 11-14 marks
Some accurate and relevant historical knowledge is recalled, selected and
deployed; some analysis and evaluation of nominated source material; offers a
limited judgement on utility of sources; there will be an attempt to place the
sources in the context of the depth study; reasonable expression with some
organisation and appropriate spelling, punctuation and grammar.
Mid Level 2: 15-18 marks
Accurate and relevant historical knowledge is recalled, selected and deployed;
some analysis and evaluation of nominated source material; offers an
appropriate judgement on utility of sources; there will be some attempt to place
39
the sources in the context of the depth study; clear expression and organisation
with appropriate spelling, punctuation and grammar.
High Level 2: 19-22 marks
Mostly accurate and relevant historical knowledge is recalled, selected and
deployed; valid analysis and evaluation of nominated source material; there
will be some attempt to place the sources in the context of the depth study;
offers a clear judgement on utility of sources; clearly expressed with most parts
showing clarity and coherence and appropriate spelling, punctuation and
grammar.
3
23-32
Generally for this level, candidates will recall, select and deploy relevant
historical knowledge appropriately. They will analyse and evaluate source
material with discrimination and in relation to the historical context. They will
use the sources appropriately to support arguments. They will communicate
fluently and clearly, using appropriate language and structure, using standard
conventions of spelling, punctuation and grammar.
Low Level 3: 23-25 marks
Accurate, relevant and detailed historical knowledge is recalled, selected and
deployed; mostly appropriate analysis and evaluation of nominated source
material; offers a supported judgement on utility of some of the sources; there
will be a clear attempt to place the sources in the context of the depth study;
answer shows good organisation, structure and spelling, punctuation and
grammar.
Mid Level 3: 26-29 marks
Accurate, relevant and detailed historical knowledge is recalled, selected and
deployed; appropriate analysis and evaluation of nominated source material;
offers a supported judgement on utility of all of the sources; there will be an
obvious attempt to place the sources in the context of the depth study; answers
will be largely coherent, fluent and well-organised.with good spelling,
punctuation and grammar.
High Level 3: 30-32 marks
Accurate, relevant and detailed historical knowledge is recalled, selected and
deployed; appropriate analysis and evaluation of nominated source material;
there will be a sustained focus on dealing with the sources in the context of the
depth study; offers sustained judgement on utility of sources; answers will be
coherent, fluent and well-organised with good spelling, punctuation and
grammar.
40
INDICATIVE CONTENT FOR PART (d)
NOTE: This content is not prescriptive and candidates are not expected to mention all the material
referred to below. Each answer will be assessed on its merits according to the generic mark scheme as
well as the indicative content.
QUESTION:
How useful are Sources B, E and F in understanding Nazi Germany, 1933-1939?
In your answer you are advised to analyse and evaluate the content and authorship of these sources
and to use your own knowledge.
Candidates are expected to demonstrate their ability to analyse and evaluate a range of source material
with a high degree of discrimination. Source evaluation skills should focus on discussing the strengths
and the limitations of the nominated sources. To judge utility, there should be consideration of the content
and the authorship of the nominated sources to discuss reliability, bias, purpose and validity, as
appropriate. Candidates are also expected to demonstrate their ability to discuss the sources in the wider
context associated with Nazi Germany, 1933-1939. Some of the issues to consider may include:




the sources are very useful in helping to explain some aspects of life in Nazi Germany, including
areas such as the use of propaganda (Source B) and the control of institutions which helped establish
the Nazi dictatorship (Source E). There is also reference to the crucial issue of Nazi foreign policy in
the mid to late 1930s (Source F)
the sources provide the views of two leading politicians, one German and one English, as well as an
example of American satirical opinion. The authorship needs to be evaluated for its utility. Goebbels
represents the official Nazi line from which he would be able to achieve his own personal ambition
and so is likely to reveal the true nature and direction of the regime especially in a public speech in
1933 having just achieved power. Source E is a satirical cartoon from a liberal / left wing American
magazine which is likely to condemn Nazi policy as an act of war against the individual freedoms of
the Germany people. The fact that it is an objective viewpoint has to be considered when deciding its
veracity. Source F presents the frustrations of a British politician who has failed to bring Hitler to heel
and so makes a last desperate attempt to target the German public in a public radio address. Although
his comments are valid is Chamberlain may be trying to save face and save his own reputation
there are limitations to the utility of the collection. Although the sources provide elements of the
depth study a range of key aspects of Germany in the period are not covered directly. This would
include the use of terror, the impact of Nazi economic and racial policies and education and youth,
foreign policy in the early 1930s and the role played by the Nazi Party
there will be some discussion of the wider range of sources that could be of use in understanding
developments in Nazi Germany during this period and of the narrowness of the range and type of
sources selected for this enquiry.
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