MODERN HISTORY
Stage 3
Sample WACE Examination 2010
Marking Key
Marking keys are an explicit statement about what the examiner expects of candidates
when they respond to a question. They are essential to fair assessment because their
proper construction underpins reliability and validity.
When examiners design an examination, they develop provisional marking keys that can
be reviewed at markers’ meetings and modified as necessary in the light of student
responses.
This marking key has been developed by examiners in conjunction with the sample
examination paper and, as is the case with any external examination developed by the
Curriculum Council, is a provisional document that can be modified if necessary in the
light of student responses.
2009/30529
Copyright © Curriculum Council 2010
MODERN HISTORY
STAGE 3
2
SAMPLE MARKING KEY
Section One: Document study: Unit 3A–Australia
Question One
Instructions
This section has one (1) question made up of five (5) parts. Attempt all parts. Write your
answers in the spaces provided.
Indicate below the document set you used to respond to this question.

Set 1:Australia (1880s–1920s)

Set 2:Australia (1920s–1950s)

Set 3:Australia (1950s–1990s)
NOTE– When marking a student’s work:
1.
Not all points necessarily need to be in an answer for the student to gain full marks.
2.
Reward each salient point made by the student. Students may make different valid points
of interpretation.
3.
Students are expected to refer to relevant supporting evidence from the sources.
Question 1
(a) Compare and contrast the messages in Source 1 and Source 2.



(4 marks)
reference to the messages in Source 1 and Source 2
points of comparison of the message/s in Source 1 and Source 2
points of contrast of the message/s in Source 1 and Source 2
Total
1–2
1
1
4
Answers may include:
1880s – 1920s
The message of S1 highlights a striking difference between the living conditions and life style of
middle class families and working class children respectively in Sydney at the turn of the
century.
S2 by contrast deals with the intended provision of street lighting for all parts of Sydney and a
supply of electric power for all householders suggesting there would be benefits for both
working and middle class families in Sydney.
Both sources deal with living conditions and standards of living in a large urban Australian city
in the first years of the twentieth century.
1920s – 1950s
S1 shows Aboriginal Australians protesting about their lack of civil rights and publicising the
Day of Mourning rather than celebration in 1938. S2 indicates the Commonwealth stance on
inter-racial marriage and the assimilation or absorption of ’half castes’ by ‘mating into the white
population’. The Chief Protector encourages the Northern territory and other states to be more
rigorous in these areas.
Both sources refer to Aboriginal rights during the 1930s. However, S 1 indicates the
organization of Aboriginal people to protest about their experiences while S2 reflects
government domination and expansion of the protection and assimilation policies.
MODERN HISTORY
STAGE 3
3
SAMPLE MARKING KEY
1950s – 1990s
S1 message is one of cultural diversity within Australia. S2 Indicates that Australia must allow
immigration to flourish – preferably from Britain first, Europe second.
Both sources give the message of Australia being multi-cultural and diverse.
S1 shows that our immigration has come from various countries/cultures not just Europe as
source 2 indicates should happen
(b) Explain the historical context of Source 3.
(4 marks)

1–2
Identify and describe the historical context for the actions, times, the situation
and the people referred to in the source
1
 Who were the keys players?
1
 Was there any historically significant events surrounding the source?
Total
4
Answers may include:
1880s – 1920s
Source 3 deals with the most important military conflict in which the Australian colonies had
been involved to that point in time and a war which eventually represented Australia’s first
involvement in war as a nation i.e. after federation.
Those in the picture in S3 include volunteers marching through Sydney before leaving for South
Africa, thus emphasising that all those participating were volunteers, and the large crowd
offering active support by attending the march (and in one particular case by raising a hat in the
form of a salute).
Of historical significance is the strong support evident for the British cause.
1920s – 1950s
The context is the 1930’s depression where unemployment reached nearly one third of the
workforce. Financial hardship, shanty towns, home evictions, government sponsored work
projects and sustenance payments were common. Football and cricket flourished during this
time. The photograph reflects the popularity of football but also the necessity for a ‘cheap view’
because of the economic circumstances. Political turmoil in Canberra led to a schism in the
ALP while in WA there was a call to secede from the Commonwealth.
1950s – 1990s
Post WW2 where women were expected to keep an orderly, efficient home. The notion is that
running the household in the woman’s ‘business or work’ and that financial troubles could be
worked out by someone else as she would not be able to handle them herself – even though
she was a ‘modern housewife’.
Of significance is the time frame post world war where women had moved into male dominated
jobs during the war were now being encouraged back out of the work force and back into
‘house’ work.
MODERN HISTORY
STAGE 3
4
SAMPLE MARKING KEY
(c) Evaluate the usefulness of Source 4 and Source 5 as representations of social/cultural
change.
(5 marks)





indication of how Source 4 represents social /cultural change
indication of how Source 5 represents social/cultural change
usefulness of the sources
limitations of the sources
evaluation of the usefulness of the sources
Total
1
1
1
1
1
5
Answers may include:
1880s – 1920s
The cartoon in S4 suggests little or no genuine recognition by the non indigenous population at
the turn of the century of the situation confronting indigenous Australians.
The source is useful in suggesting the absence of outright hostility but the lack of sympathetic
understanding of the situation.
S5 is informative in indicating an important social advance in the introduction of a benefit
significant both because it was non means tested and because it was payable direct to the
mother hence bypassing the usual situation where the male breadwinner handled all the money
in the family.
S5 is also useful in indicating the implied concern with the need to increase the birth rate and
the recognition that more money is needed by the family at the time of the birth of a child.
1920s – 1950s
S 4 shows attitudes toward non-British migration, although migration policy may have changed,
attitudes in some areas of society had not. In S5, The election of the first woman to parliament
was a key social change but the cartoonist’s attitude toward the new ‘House’-wife chiding the
members about cleanliness reinforces traditional view of women. S4 is useful in portraying
attitudes toward ‘alien’ migrants, but is a limited representation. S5 is useful in expounding the
contemporary view that married women had ’house-wifely instincts’ and the conservative
perspective of the Bulletin. However, this view may be limited to the magazine. Both sources
are useful in indicating attitudes toward changes in society but must be supported by a wider
range of evidence.
1950s – 1990s
S4 message is that although politicians are celebrating the 1976 budget and the prosperity it
will bring, not all groups in Aust. will benefit – as evidence by a $33 mil decrease in funding for
Aborigines. This implies that they are not important – or part of the expected prosperity. This
source is useful in gaining insight into the plight of Aborigines at this time – and how their
situation had not improved even after the 1967 Referendum.
S5 message is ironic as it shows two Aboriginal people passing comment on the first boat
people to come to Australia from the Asia. The message implied is that we will welcome and
help people fleeing oppression in Asia (Vietnam), but still dispossess the original land owners.
It is useful in that it is a contemporary view on the plight of aboriginal people in the context of a
changing Asia Pacific region and our willingness to ‘open our borders’ to them.
MODERN HISTORY
STAGE 3
5
SAMPLE MARKING KEY
(d) Identify and discuss the authors’ perspectives in Source 6 and Source 7 on social change in
Australia.
(6 marks)
1
 articulation of the perspective of Source 6
1
 articulation of the perspective of Source 7
1–4
 analysis of the perspectives. This may include discussion of:
o motives
o bias
o time
o place
o purpose
Total
6
Answers may include:
1880s – 1920s
The authors’ perspective in S6 is that the declining number of women in the workforce prior to WW1
was a choice made by women themselves not society as a whole.
The historian in S6 is focussing on areas of social change related to the role of women in the work
force in Melbourne and Adelaide during the last forty years before WW1 and the war and its
immediate aftermath.
S6 is based on an historian’s interpretation of statistical data and is not overtly biased but instead
represents an attempt by a professional historian to analyse the reasons for the changes which took
place.
The conclusions in S6 are presented in typically cautious terms —‘possibly’ ‘ may have’.
The source focuses both on issues of conscious choice by women and on circumstances altering
the environment in which work was available for women.
S7 provides a broad overview of changes in urban Australia in much the same period as covered in
S6.
The authors’ perspective in S7 is that the rapid growth of population in the cities making Australia
‘by the 1920s on the way to becoming one of the most urbanised countries in the world’ and that it is
leading to social inequality.
The other major emphasis is on issues of social inequality, not with any obvious bias but simply as
an attempt to interpret statistical changes.
Both sources represent an attempt to analyse significant social changes over the same period of
time focussing on developments in urban Australia.
1920s – 1950s
The author’s perspective in S 6 is that World War 2 led to a transformation in Australian society. But
the pro British migration policy was distorted by post war realities. The government was forced to
accept refugees and was ‘highly selective’ and discriminatory. The author is negatively biased
toward the ruthlessness of Calwell’s actions. The policy must be understood in the context of post
war planning and attitudes of the time. Racism, immigration restriction, fear, policies of assimilation
and economic expansion influenced the government decisions.
S7 has a broader perspective. Australia would have changed dramatically in the 1940s and 50s
‘regardless of the wartime experience’. The author supports this view with evidence of the slow
advances towards equality experienced by women and that American servicemen contributed to a
readier acceptance of change. The author’s purpose is to reject the simple connection between
World War 2 and transformation as implied in S6. S7 emphasises many reasons for post war
transformation such as migration, American influences and experiences of women.
1950s – 1990s
The author’s perspective in S6 is that women are not necessarily represented in the ‘Australian
Stereotype’ and if they are at all – it is only in that they are significant in their absence…’doormats
of the world’. This source, written at the beginning of the UN decade of women sought to further
bring into focus the situation for women in terms of not being seen as equals – or even having a
place in our very identity.
S7, written in 2000, on the eve of our centenary, sought to make links between how Australia has
come a long way in accepting migrants and their cultural heritage – yet still discriminates against
Aboriginals. The perspective is all the more interesting as it is written from a person of migrant
descent.
Both sources focus on groups within Australian society that have been marginalized throughout the
time period, and state that more needs to be done – that the changes need to continue.
MODERN HISTORY
STAGE 3
6
SAMPLE MARKING KEY
(e) Evaluate the extent to which the seven sources accurately reflect social/cultural change in
Australia during your period of study.
(6 marks)




articulation of the different aspects of social/cultural change that are shown
identification of aspects social/cultural change that have been omitted
identification of the significance of what has been omitted
evaluation of the extent the sources reflect social/cultural change
1
1
1
1–3
6
Total
Answers may include:
1880s – 1920s
The sources have a strong emphasis on life in urban Australia during the relevant period
The emphasis is on the rate of urban growth and in particular on issues of social inequality in
urban Australia.
The sources also have a particular emphasis at times on the role of women in Australian
society including participation in the work force and family issues.
Issues concerning attitudes and policies towards indigenous Australians are only dealt with in
one source as are issues arising from the support for the British cause in time of war.
Those issues not dealt with include migration (except in passing in one document), sport, life in
the home (except for the reference to electricity) and issue concerning the impact of proximity
to Asia.
1920s – 1950s
The sources reflect social/cultural changes to a moderate extent. They reflect attitudes towards
migrants, women and Aboriginal people as well as the popularity of sport. Changing migration
policies as well as growing demands by Aboriginal people for increased recognition are also
evident. The complexity of the changes to society during and after World War 2 are also
included. However, many aspects of social and cultural change are omitted. There were
extensive changes to entertainment through radio and advances in film technology. Access to
improved transport by sea and air services influenced mobility of the population and provision
of health services in isolated areas. The significant appeal of cricket and tennis has been
omitted. Also advances in health services for the non Indigenous population improved. The
assisted migration schemes during the 1920s, the growing inequality during the 1930s and
removal of part Aboriginal children from their families during all of the period are not included.
These aspects of society are important in understanding the richness and complexity of change
in the period.
Although several key changes in policy and attitudes are included in the seven sources they
only provide a moderate reflection of the range of social and cultural changes during the period.
1950s – 1990s
The sources reflect social/cultural change during the time period to a reasonable degree.
Some would say that our marginalised groups in society are represented well within the
documents, as well as the issues which they faced – although none are dealt with in significant
depth, or addressing policy shifts as a result of those changes. The issue of Aboriginal people
and their lack of recognition through out the period, Women and their fight for equality, as well
as the migrant experience (to a lesser degree) are all shown to be forces of cohesion or
division. Omitted was the environment and the increasingly topical issue that has become
within Australian society. Similarly the impact of sporting culture within the time period is not
covered.
MODERN HISTORY
STAGE 3
7
Section Two: Essay—Australia
SAMPLE MARKING KEY
25 Marks
Marking guide to essay answers
Questions 2, 3 or 4
GUIDE TO MARKING RESPONSES
Introduction
Introductory paragraph comprising some context relevant to the area/topic of the essay,
definition of any terms in the question, a proposition/thesis statement and an outline of the
narrative/thematic structure of essay.
A few sentences outlining the theme of the essay and including a simple proposition.
A sentence or two outlining the ‘who’ or ‘what’ to be discussed in the essay.
No introduction to essay provided.
Understanding of Historical Narrative
Demonstrates an understanding of the complexity of the inter-relationship between events,
people and ideas, and continuity and change.
Demonstrates an understanding of the narrative, for example that there are relationships
between events, people and ideas, and/or continuity and change.
A mainly chronological narrative with some content about, for example, events, people and
ideas, and/or continuity and change.
A simple narrative, not always showing an understanding of the correct chronology and with
minimal reference to events, people and ideas.
Response suggests no understanding of the chronology nor the narrative.
Complexity of analysis/argument
Displays a high level of sophistication in the construction, development and depth of an
argument or analysis, including the complexity of the narrative.
Maintains a sustained argument throughout the essay that demonstrates a high level of
analytical skill and an understanding of the interconnectedness of the narrative.
A simple chronological narrative with minimal content about the changing circumstances leading
to continuity and/or change.
Discussion/argument suggests no understanding of the topic and/or historic analysis of changing
circumstance or continuity and change.
Evidence used to support historical narrative and argument/analysis
Detailed, accurate and relevant evidence used in a manner that assists critical analysis and
evaluation. In responding to an essay instruction of debate or evaluate the proposition, historical
evidence is used to argue for and against a view/proposition. Uses and cites accurately some
quotations, or sources, or statistics, to develop or strengthen arguments.
Use of detailed, accurate and relevant evidence throughout the essay. If quotations, sources,
statistics are used as supporting evidence, they are cited in some coherent fashion.
Mainly accurate evidence is used to support some lines of argument.
Evidence is used, some is accurate, but there are generalisations in the essay.
Limited evidence used and the response contains a number of generalisations and statements
that lack supporting evidence.
Very limited use of evidence and the response is mainly a series of generalisations.
No supporting evidence, OR
All evidence is incorrect.
Conclusion
Draws essay’s argument or point of view together.
Very superficial conclusion, or vaguely summarises with use of clichés such as ‘In conclusion...’
or one that just repeats the proposition stated in the introduction.
No conclusion given.
Communication skills
A well-written and well constructed argument using appropriate language of history. Sound use
of the conventions except where expression is enhanced by defying conventions.
Has some relevant use of historical terms, but is unable to express ideas with clarity of meaning.
Response is mainly unable to be understood by the marker.
Total
Marks
/3
3
2
1
0
/4
4
3
2
1
0
/6
5–6
3–4
1–2
0
/8
7–8
5–6
4
3
2
1
0
/2
(2)
(1)
0
/2
2
1
0
/25
MODERN HISTORY
STAGE 3
8
SAMPLE MARKING KEY
Context specific points
Question 2
Assess the proposition that:
International conflict has been a major force for change in Australian society.
1880’s –
1920’s
1920’s –
1950’s
1950’s –
1990’s
World War One and its consequences – the Anzac legend, Australia’s
international involvement especially at Versailles, economic development e.g.
BHP steel, bitter sectarian conflict over conscription (this in turn linked to IrishBritish conflict)
Reaction to Anglo-Japanese agreement (safeguarding British military interests
in the Pacific) as linked to White Australia Policy.
Students should weigh up the negative changes brought by World War Two
which included loss of life, increased control by Canberra, political infighting,
party restructure, the power of the US military, trade restrictions, fear and
growth of racism. The evaluation must also include positive impacts on the
economy, opportunities for women and national identity during the war. The
planning for the post war era also brought significant changes in the areas of
employment, social welfare, migration and banking.
Students should weigh up the impact of a significant conflict (Korean War or
Vietnam Conflict) on Australia’s society – both negative (costs of war, new
technology bringing home the horrors of war into peoples homes) and positive
(stronger focus within our geographical region, as well as a move away from
an alliance with the UK to stronger ties with the USA and all that involved,
multiculturalism).
Context specific points
Question 3
Evaluate the extent to which changing economic circumstances created cohesion
and/or division in Australia.
1880’s –
1920’s
1920’s –
1950’s
1950’s –
1990’s
Boom in the 1880s followed by the Depression of the 1890s gave rise to
industrial conflict and the emergence of the ALP, but was a stimulus to the
agreement to form a federation and to the emergence of aspects of the
welfare state
Return to prosperity by mid first decade of the 20C led to increased migration
from Britain maintaining social cohesion
Division over conscription in 1916–17 partly due to growing economic
difficulties for working class
The changing economic circumstances could include the 1920s boom and /or
the 1930s depression. The social and political circumstances will require
evaluation in terms of their divisive or cohesive impacts. For example the
growth of trade and expansion of settlement during the 1920’s created division
in wealth and opportunities for groups within Australia; The divisions
associated with the depression
Students may choose to look at the long boom and Menzies grip on political
power for a long period of time.
Students could also examine the 1970’s economic instability at a world level
and the issues surrounding the ALP and how they dealt with the recession
which led to political upheaval.
MODERN HISTORY
STAGE 3
9
SAMPLE MARKING KEY
Context specific points
Question 4
Analyse the nature and motives of groups or organisations supporting political
change in Australia.
Answers
may
include:
1880’s –
1920’s
1920’s –
1950’s
1950’s –
1990’s
Pro federation organisations – Australian Natives Association, motives based
on economics (free trade between colonies), defence issues
trade unions – formation of ALP, seeking compulsory arbitration systems,
welfare state developments, linking of tariff protection to wage justice
farmer’s organisations – formation of Country Party, to counteract effect of
tariff protection for secondary industry, specific government support for rural
industries e.g. bounties
women’s suffrage organisation including temperance societies
pro and anti conscription leagues in 1916–1917
The origin and features of one or more of the following could be analysed:
The Country Party, the New Guard, Lang Labor, the trade union movement,
the secession movement in Western Australia, the RSL. The aims or motives
of the groups, their impact and historical significance need to be discussed.
Origins and feature the following could be considered for analysis: Women’s
Movement, Trade Union Movement, Pro/Anti conscription groups, Human
Rights Campaigners (refugees and asylum seekers), Aboriginal Rights
Activists (1969 referendum), Environmentalists (Frankland River) or Anti
war/nuclear movements in the 1960s/70s
The aims or motives of the groups, their impact and historical significance
need to be discussed.
MODERN HISTORY
STAGE 3
10
SAMPLE MARKING KEY
Section Three: Document study: Unit 3B
Question Five
Instructions
This section has one question made up of five parts. Attempt all parts. Write your answers in
the spaces provided.
Indicate below the document set you used to respond to this question.
Set 1: Russian Revolution

Set 2: Chinese Revolution

Set 3: International Affairs: Europe

Set 4: International Affairs: Middle East

Question 5
(a) Explain the historical context of Source 1 and Source 2. Include the relevant events,
people and ideas depicted or represented in the sources.
(6 marks)
This answer should reflect a depth and breadth of knowledge of the period
 relevant events depicted/represented
 relevant people depicted/represented
 relevant ideas depicted/represented
 reference to the relationship of the events/people/ideas within the broader
historical context
1
1
1
1–3
Total
6
Answers may include:
Russia
During the 1930s the Five Year Plans were implemented and expansion of industry occurred
under Stalin’s leadership. Stalin encouraged rapid production of heavy industry and the
construction of new cities such as Magnitogorsk to create economic and military strength.
Intensive propaganda campaigns using art such as Source 1 were aspects Stalinism. The era
also included the Cult of Stalin, forced collectivisation, coercion and purges, the Gulag system
and the fulfilment of production quotas through incentives and punishment. Through
propaganda and coercion Stalin forced ‘a revolution from above’ onto Soviet citizens.
China
The context of S1 is the Cultural Revolution during the 1960s when Mao Zedong dispersed the
Red Guards to rural areas. The Cultural revolution originated with Mao Zedong’s fear that he
was losing control of the revolution. He rallied the youth to become Red Guards to save the
revolution by struggling against old ways, revisionists and threats to the new China. The context
of S2 is the start of another of Mao’s mass movements, the Great Leap Forward. The idea was
to establish communes and boost steel production. .Resources were wasted and a famine
resulted in rural areas. Mao deposed political enemies in both era: Peng Dehuai during the
Great Leap Forward and Liu Shaoqi and Deng Xiaoping during the Cultural Revolution.
Europe
The 1970s saw the decline of detente especially after the 1979 Soviet invasion of Afghanistan.
By 1981, some European allies were concerned that the US, under the leadership of President
Carter, was letting the Soviets gain an advantage in the arms race. Reagan took office as
President on 20 January 1981 and sought to keep ‘peace through strength’ and increased
defence spending. A new cold war with a new arms race was apparent in March 1983 when
Reagan unveiled his Strategic Defence Initiative. In January 1985, Reagan commenced his
second term as President of the United States.
In March 1985, Mikhail Gorbachev was elected General Secretary of the CPSU and this is the
MODERN HISTORY
STAGE 3
11
SAMPLE MARKING KEY
event being depicted in Source 1. Gorbachev was not a Soviet hardliner, as were the previous
Soviet leaders of the ‘Stalin generation’. Through the policies of perestroika and glasnost,
Gorbachev wanted to improve relationships with the West. Reagan and Margaret Thatcher
responded to this change in Soviet leadership in a positive manner as noted in the cartoon “I
can do business with Gorbachev...” The caption highlights that ‘A New Era’ had begun which
was to see the end of the Cold War in a few years. On 25
December 1991, Gorbachev resigned as leader and the Soviet Union was dissolved.
Margaret Thatcher supported Reagan’s strong foreign policy stand against communism.
Reagan believed in taking a tougher line with the Soviets and the spread of communist
ideology. His aim was to restore US superiority and to build forces to counter the Soviet
influence in the third world. The Reagan Doctrine was announced in February 1985 with the
statement: We must not break faith with those who are risking their lives. On every continent
from Afghanistan to Nicaragua to defy Soviet aggression and secure rights which have been
ours from birth. Support for freedom fighters is self-defence.
The Truman Doctrine was announced in March 1947 and was the US commitment to contain
the spread of communism. This doctrine saw the US assume responsibility for the defence of
any national government experiencing subversion from within or pressure from external forces.
The Marshall Plan, the economic arm of the Truman Doctrine, was announced in June 1947
and was to provide economic aid to Europe to help it become self-sufficient and therefore resist
the spread of communism.
The Brezhnev Doctrine, announced after Alexander Dubcek tried to liberalize Czechoslovakia’s
communist system in 1967–68, strictly limited any change in the communist satellites. It
asserted the right of Soviet intervention where ‘the essential common interests of other socialist
countries are threatened by one of their number’. The Doctrine detailed the limited sovereignty
of the communist satellites.
M.East
The main event depicted in S1 is the aftermath of the Six Days War from June 5 to 10 1967 in
which Israel launched a sudden attack on Egypt following what Israel considered provocative
acts by Egypt. Jordan (with a mutual defense treaty with Egypt), Syria and other Arab countries
joined in the war which Israel won comprehensively and acquired a large amount of previously
Arab-held territory.
Those depicted in the cartoon in S1 represent Nasser and King Hussein, the leaders of Egypt
and Jordan respectively, and King Faisal of Saudi Arabia which also contributed soldiers and
money to the war.
The cartoon depicts the idea that the Arab leaders had learned a bitter lesson from their
experience with Israel
S1 is centred on the reaction of relationship of the three men pictured with the to the obviously
bitter end of the war.
S2 contains extracts from a speech given by Egyptian President Sadat in 1977 following his
unexpected decision to make a direct appeal to the Israel Parliament.
The only individual specifically mentioned in S2 is Sadat himself but reference is also made to
members of the Israeli Parliament and to Sadat’s colleagues, the Arab heads of state.
The central idea enunciated in S2 is that the right of Israel to exist would no longer be
challenged but that Sadat was seeking a positive move in response in terms of the return of
territories conquered in 1967.
The Sadat visit in S2 is directly linked to the consequences of both the events referred to in S1
and to the 1973 conflict, and the speech in turn leads directly to the Camp David Accords and
the Israeli-Egypt peace treaty.
MODERN HISTORY
STAGE 3
12
SAMPLE MARKING KEY
(b) Compare and contrast the messages conveyed in Source 1 and Source 2.
 articulation of the message/s in Source 1
 articulation of the message/s in Source 2
 points of comparison of the message/s in Source 1 and Source 2
 points of contrast of the message/s in Source 1 and Source 2
(6 marks)
1
1
1–2
1–2
Total
6
Answers may include:
Russia
The message of Source 1 is that Stalin was a man of the people and able to motivate workers
to follow his plans. The proletariat were healthy and comfortable with their leader.
Source 2 refers to the disorganisation, lack of resources and dangers such as icy scaffolding in
the steel town of Magnitogorsk. The workers also endured variations in the weather, limited
food, vermin and poor health.
Both sources refer to industrial progress and the importance of the workers following Stalin’s
ideology. However, Source 1 is a propaganda poster, positive and progressive, showing Stalin
(in white) in comfortable conversation with workers. The painting was one of many in the
socialist realism style developed to promote Stalin’s policies. Source 1 contrasts with Scott’s
memories of the early construction of Magnitogorsk where accidents, deprivation and variations
in weather created difficulties for the workers. Source 1 is idealistic while source 2 is more
realistic.
China
S1 calls for youth to work and learn in remote rural areas. While S 2 focuses on the
government’s instruction for everybody to ‘make steel’ during the Great Leap Forward. Both
sources refer to mass movements which follow Mao’s orders and mobilise young people. The
sources also indicate to the use of propaganda to increase support for the mass movements.
However, the two sources have different time periods as s1 is early in the great Leap Forward,
while S1 is probably well into the Cultural revolution, when Mao needed to reduce red Guard
violence and disruption.
Europe
Both sources refer to leadership in the last years of the Cold War. Source 1 depicts President
Reagan of the United States and Soviet leader Gorbachev in a glowing light of friendly
relations. Both are smiling, exchanging hugs and are shown as equals at the top of an unstable
pyramid of cards. In contrast, Source 2 has a positive message about Reagan alone and
conveys negative connotations about ‘communism’ in general rather than about a particular
Soviet leader. Reagan is credited with ‘winning the Cold War’ along with the positive impact of
his Reagan Doctrine. The extract refers to international doctrines and the policies of
containment and detente while the message of the cartoon focuses on the two leaders with the
writing on the cards making optimistic statements about Gorbachev. Another difference
between the two messages is that Source 1 suggests that the friendship between the two
leaders is unstable and likely to fall like the precariously balanced cards while Source 2 is a
reflection on winning the Cold War.
M.East
The message in S1 is that the three leaders have learned a salutary and bitter lesson from the
outcome of the 1967 war with the cartoonist making a satirical
reference to the three wise
men of the bible story concerning the birth of Jesus.
The message in S2 is that Sadat has come to the unilateral decision to make a direct approach
to Israel for agreement concerning a treaty and the return of at least some conquered
territories.
Both sources in effect deal with the 1967 war with S1 referring to the immediate aftermath and
S2 to Sadat’s change of policy following the failure to get back most of the territories conquered
in 1967 and the outcome of the 1973 war.
The two sources contrast in terms of time being set eleven years apart with one focussing on
the immediate aftermath of the war and the other on a longer term change of policy by the
subsequent Egyptian leader.
The two sources also contrast in that Jordan and Saudi Arabia are pictured with Nasser in 1967
where Sadat is acting unilaterally in 1977.
MODERN HISTORY
STAGE 3
13
SAMPLE MARKING KEY
(c) Examine the issues involved in interpreting the historical evidence of Source 1 and
Source 2. Your answer may include discussion of purpose, motive, place and time. (6 marks)

identify the issues of interpretation in Source 1—this may include a discussion of:
1–2
o
purpose; motive; place; time and/or validity
 identify the issues of interpretation in Source 2—this may include a discussion of:
1–2
o
purpose; motive; place; time and/or validity
1–2
 Discuss different issues involved both within and between sources
Total
6
Answers may include:
Russia
Source 1 does not provide valid historical evidence. It is propaganda produced to encourage
and inspire Russians. Stalin did not visit workers, nor were most workers jovial and relaxed.
Soviet workers were often dissatisfied, forced to meet quotas and punished for lateness or
idleness. Source 2 is a memoir published a decade after the events by a pro-Soviet American.
Scott emphasised the harsh conditions, inefficient production and individual sacrifices but
omitted government pressure and coercion. It is an eyewitness description and therefore
provides a limited perspective. Source 1 is propaganda and Source 2 is biased and confined to
a single location meaning both are problematic evidence.
China
S1 is a propaganda poster, to encourage support for government policy. It is limited in its
accuracy as few young Chinese enthusiastically left their families to travel to distant
underdeveloped rural areas to undertake hard labour. While S2 aims to review the exploitation
of children and disruption of education during the Great Leap Forward. S2 is negatively biased
against Mao’s policy as young children and teachers worked to fulfil his demands. Jung Chang,
as the daughter of a disgraced CCP cadre wrote a biased and narrow memoir of the time.
Europe
The purpose of Source 1 is to show that the leaders of the United States and the Soviet Union
are friendly towards each other at a time when there was great tension because of the New
Cold War. Britain, in particular, was worried about the renewed arms race and the threat of
Soviet nuclear reprisals on US bases in the United Kingdom. The cartoonist’s purpose is to
project the hope that, with Gorbachev as Soviet leader, a new era between the superpowers
has arrived even though this wish might crumble like a pack of cards. There is a positive bias in
favour of Gorbachev as indicated by the pro-Gorbachev messages on the cards.
The purpose of Source 2 is different in that it is an evaluation of the role played by Ronald
Reagan and
the West in ‘fighting and winning the Cold War’. Thatcher, in championing Reagan, is also
promoting herself as the British Prime Minister who supported the US President in his strong
anti-communist stance. Thereby, she can claim some of the credit for herself and Britain for
winning the Cold War. This extract is extremely biased in favour of Reagan and, to a lesser
extent, the West as it makes no mention of Gorbachev or the Soviet role in events after 1985.
M.East
S1 is drawn from a western viewpoint during the last stages of the war and picturing the Arab
leaders satirically in a context very familiar to western readers.
The motive of S1 is to convey the notion that Israel (perhaps by implication with western
backing) is not going to be defeated by these men in conventional military warfare, a message
which has a high degree of validity in the context of June 1967.
S2 represents a direct extract from an actual historical source and as such contains no explicit
motive other than that arising from the selection of the words to be quoted.
S2 does convey considerable information concerning the line of reasoning being adopted by
Sadat in making this sudden and unexpected change of policy.
Both S1 and S2 are dealing with issues centred around the initial refusal of Arab countries to
acknowledge the right of Israel to exist, the military failures of sanctions against and attacks on
Israel with the consequential loss of Arab territories and the perceived need for new strategies
to endeavour to regain at least some of those territories.
MODERN HISTORY
STAGE 3
14
SAMPLE MARKING KEY
(d) Using your knowledge of the whole period of study, evaluate the importance of the ideas
and/or events represented in the two sources.
(7 marks)
1
 identification of the ideas/issues/events
 placement of the ideas/issues/events with the ideas/issues/events of the broader
1–2
historical context of the time. Students should be able to demonstrate a depth
and breadth of knowledge of the relevant time period
 evaluation of the importance of ideas/issues/events in relation to those of the
1–2
broader historical context.
 compare/contrast what is in the sources with the other ideas/issues/events of the
1–2
time
Total
7
Answers may include:
Russia
Both sources refer to the idea of rapid industrialisation to fulfil Stalin’s goal of modernisation.
Set during the five year plans the issues relate to the role of the leader and treatment of the
workers. The sources indicate some aspects of the Stalinist period – the use of propaganda
and harsh conditions facing the proletariat and rapid progress toward industrialisation. However
other significant ideas and issues during the Stalinist era are ignored. These include
collectivisation, destruction of class enemies such as the kulaks, the cult of personality, the
purges and expansion of the Gulag and security issues.
There are other ideas during the whole period which are very significant. The first is the
emergence of Leninism following his adaptation of Marxism to Russian conditions and
successful assumption of power in November 1917. Lenin’s revolution, reforms and civil war to
consolidate the revolution are significant ideas and events in Russia during the period. The
debate on the extent to which Stalin changed Leninism to protect socialism in Russia is
significant. In this light the five year plans, propaganda and harsh conditions facing workers are
important. The sources provide a narrow comment on Stalin’s rule but other events such as the
adaptation of Marxism to Russian conditions and the success of Leninism are even more
important to the whole period of study.
China
Both sources reflect the Maoist policy of mass mobilisation of people to achieve CCP goals.
Maoism is manifested in mass participation and continuing revolution in the sources. The
intensive use of propaganda is another important issue from the time. During the 1940s to
1970s other issues and events had powerful impacts on China. Nationalism and capitalism,
pursued by Jiang Jieshi were important. Also other facets of Maoism, including socialist
transformation, national independence and social equality are just as important as mass
mobilisation. Although the two sources reflect important ideas and events, they are only of
limited importance in relation to other significant ideas held by Mao Zedong and events
including land reform, mass education, social reform and other mass campaigns to promote
health and population control..
Europe
The sources depict the crucial issues of leadership and the role of foreign policy ‘doctrines’ in
bringing an end to the Cold War of 1945 to 1990 with its related threat of nuclear warfare
between the superpowers. The election of Gorbachev as leader of the Soviet Union was a
highly significant event as it brought about changes within the Soviet Union as well as with the
West. It is also argued that Reagan’s strong stand against communism, along with the largest
spending in peacetime on arms, greatly contributed to the Soviet demise and brought an end to
the Cold War. However, the two sources do not show the extent and significance of global
anxiety caused by the arms race during the New Cold War. Credit should be given to
candidates who note the importance of the support given to Reagan’s anticommunist stance by
Margaret Thatcher and/or the beliefs and ideology mentioned in Source 2 that underpinned
western actions, policies and doctrines throughout the period 1945–1990.
M.East
Both sources deal specifically with the ongoing Arab reaction to the existence of Israel and the
substantial escalation of conflict between the Arab nations and Israel following the Six Day War
and the substantial additional territories acquired by Israel, a factor which has been a central
MODERN HISTORY
STAGE 3
15
SAMPLE MARKING KEY
point of conflict ever since.
The sources straddle the Nasser and Sadat periods and the further Arab setbacks and
subsequent alteration of strategy by Sadat when he visited Israel in 1977.
While the issues dealt with in the sources are of great importance they do not deal at all with
the Camp David accords which resulted as a consequence of Sadat’s visit.
Nor do the sources deal at all with the emergence of the Palestinian Liberation Movement
which under the leadership of Yasser Arafat reacted with great hostility to the events leading to
the Camp David accords. This conflict increasingly became the central focus of Arab-Israeli
hostilities
The sources also do not deal with the great power involvement which was of great significance
in the 1950s and 1960s and continues to retain important implications in the region.
One source of historical debate would be the extent to which the Israeli attack in 1967 was
outright aggression as against a pre-emptive strike and more particularly what role great power
connections played at that time.
Another source of debate would be what motivated and made possible Sadat’s alteration of
tactics from 1973 to 1977/1978.
MODERN HISTORY
STAGE 3
16
SAMPLE MARKING KEY
Section Four: Essay—Historical trends and movements
Questions 6, 7 and 8
25 marks
GUIDE TO MARKING RESPONSES
Marks
Introduction
/3
Introductory paragraph comprising some context relevant to the area/topic of the essay,
definition of any terms in the question, a proposition/thesis statement and an outline of the
narrative/thematic structure of essay.
A few sentences outlining the theme of the essay and including a simple proposition.
A sentence or two outlining the ‘who’ or ‘what’ to be discussed in the essay.
No introduction to essay provided.
3
Understanding of Historical Narrative
/4
Demonstrates an understanding of the complexity of the inter-relationship between events,
people and ideas, and continuity and change.
Demonstrates an understanding of the narrative, for example that there are relationships
between events, people and ideas, and/or continuity and change.
A mainly chronological narrative with some content about, for example, events, people and
ideas, and/or continuity and change.
A simple narrative, not always showing an understanding of the correct chronology and with
minimal reference to events, people and ideas.
Response suggests no understanding of the chronology nor the narrative.
4
Complexity of analysis/argument
/6
2
1
0
Displays a high level of sophistication in the construction, development and depth of an
argument or analysis, including the complexity of the narrative.
Maintains a sustained argument throughout the essay that demonstrates a high level of
analytical skill and an understanding of the interconnectedness of the narrative.
A simple chronological narrative with minimal content about the changing circumstances leading
to continuity and/or change.
Discussion/argument suggests no understanding of the topic and/or historic analysis of changing
circumstance or continuity and change.
Evidence used to support historical narrative and argument/analysis
3
2
1
0
5–6
3–4
1–2
0
/8
Detailed, accurate and relevant evidence used in a manner that assists critical analysis and
evaluation. In responding to an essay instruction of debate or evaluate the proposition, historical
evidence is used to argue for and against a view/proposition. Uses and cites accurately some
quotations, or sources, or statistics, to develop or strengthen arguments.
Use of detailed, accurate and relevant evidence throughout the essay. If quotations, sources,
statistics are used as supporting evidence, they are cited in some coherent fashion.
Mainly accurate evidence is used to support some lines of argument.
Evidence is used, some is accurate, but there are generalisations in the essay.
Limited evidence used and the response contains a number of generalisations and statements
that lack supporting evidence.
Very limited use of evidence and the response is mainly a series of generalisations.
No supporting evidence, OR
All evidence is incorrect.
7–8
5–6
4
3
2
1
0
Conclusion
/2
Draws essay’s argument or point of view together.
Very superficial conclusion, or vaguely summarises with use of clichés such as ‘In conclusion...’
or one that just repeats the proposition stated in the introduction.
No conclusion given.
(2)
(1)
Communication skills
/2
A well-written and well constructed argument using appropriate language of history. Sound use
of the conventions except where expression is enhanced by defying conventions.
Has some relevant use of historical terms, but is unable to express ideas with clarity of meaning.
Response is mainly unable to be understood by the marker.
2
Total
0
1
0
/25
MODERN HISTORY
STAGE 3
17
SAMPLE MARKING KEY
Question 6
With reference to the country or region studied, Discuss the proposition:
Perspectives about people, events and ideas can change over time.
Answers may include:
Russia
Changing understanding and interpretations by historians of the ideas, policies and personal
motivations of individuals such as Nicholas II, Lenin and Stalin occurred following the opening of
Russian archives in the early 1990s. Lenin’s image as the benign father of the Revolution when
compared to Stalin has been challenged by historians such Richard Pipes and Michael Lynch in
areas such as his brutality, inability to compromise and lack of political ‘morality’. the new
interpretation of causes and impacts of events in 1905, the Bolshevik Revolution/coup, economic
reforms and the power struggle have emerged in the last 20 years. New information, Russia’s
political reforms, the collapse of superpower rivalry and new global perspectives have challenged
and redirected historical conclusions. Another perspective could be Khruschev’s secret speech
which re-appraised Stalin’s role.
China
Perspectives on Mao Zedong have been changed by the CCP re-evaluation of his leadership and
policies. Time, national interests, post-Cold War understandings and the changing importance of
China in the global world have eased fears about Mao’s leadership, ideology and events during
his leadership. This is reflected in recent publications on China. National and ideological bias still
influence writing and students may argue that perceptions may have changed more in some
aspects of Chinese history than others. Another example would be the reappraisal of Lin Biao
which led to his death and the debunking of the myth about Mao’s great swim. Alternatively,
students may wish to examine ‘Gang of Four’ and the events surrounding them.
Europe
Changing understanding and interpretations by historians of the ideas, events (Hungarian
Uprising, Czechoslovakian Uprising, Prague Spring) policies (Truman Doctrine/Marshall Plan)
and personal motivations of individuals (Khruschev and Destalinisation, Gorbachev) from during
the Cold War. Within the time period, individual/national motives became clearer.
M. East
People might include Sadat with his visit to Israel in 1977, Yasser Arafat seen variously over time
as leader of a terrorist organisation or one prepared to renounced terrorism as means to
achieving success through negotiations; Begin seen as hard line but reached agreement with
Sadat
Events might include the October War in 1973 with initial Egyptian success welcomed by the Arab
World but subsequently leading to Egypt’s expulsion from the Arab League following Sadat’s
agreement with Israel.
Ideas might include changing perspectives about the nature and role of the PLO; changing
degrees of acceptance in the Arab World concerning Israel’s right to exist; changing perceptions
of pan-Arab nationalism; changing Great Power perceptions about their desired and actual role in
the Middle East
MODERN HISTORY
STAGE 3
18
SAMPLE MARKING KEY
Question 7
Analyse the motivations of an individual leader and the extent of their impact in the country or
region studied.
Answers may include:
Russia The motivations (ideology and policies) of individuals such as Nicholas II (autocracy).
Lenin (Leninism) or Stalin (Stalinism) must be explored in terms of origin, features and significance.
Students will then valuate the social, economic and political impacts on Russia/USSR.
China The significant motivations of ideological supremacy, political power and international
prestige in either the Western or Communist world were important forces driving Jiang Jieshi and
Mao Zedong. Students should choose one of these leaders (or another significant individual such
as Zhou Enlai or Deng Xiaoping) to weigh up the changes they brought to China during the period.
Europe: The motivations (ideology and policies) of individuals such as Truman (containment),
Stalin (Stalinism/communism), Reagan/Khruschev (peaceful co-existence) or Gorbachev (glasnost
and perestroika) must be explored in terms of origin, features and significance. Students will then
evaluate the social, economic and political impacts on USA, USSR and/or Europe
M. East Nasser motivated by desire for modernisation, socialist reform, pan Arab nationalism;
actions included overthrow of Farouk, Nationalisation of Suez Canal, Aswan High Dam
project, inspired revolutions in other Arab countries,
affected negatively by 1967 Six Day War,
Creation but eventual failure of UAR with Syria
Had a major impact in the region for many years and even after the Six Day War he
retained much Egyptian support until his death.
Sadat As president sought economic change, more open investment, effective agreement with
Israel,
in 1973 attacked Israel with initial success in October War and this gained him a high
measure of respect in the Arab world;
regained and reopened Suez Canal
visit to Israel led to Camp David accords, treaty with Israel and Nobel Peace Prize but
diminished his support in the Arab world
Effectively destroyed Nasser’s dream of Pan-Arabism
Assassinated
Yasser Arafat
founded Fatah dedicated to liberation of Palestine and establishment of a Palestinian state
fought for by Palestinians themselves rather than through a United Arab front
some agreement with Nasser, in 1969 became Chairman of Palestine Liberation
Organisation
involved in organisation of terrorist attacks and in civil war in Lebanon;
in 1980s led first Interfada against Israeli occupation of Gaza strip and West Bank
1988 proclaimed independent state of Palestine and renounced terrorism
Oslo Accords providing for some Palestinian rule in Gaza Strip and West Bank, and ongoing
negotiations for rest of the decade
Menachem Begin
Helped to found the Likud party which eventually ended left wing party control in Israel
Supported Israeli settlements in West Bank and Gaza strip and strongly opposed to
Palestinian statehood
Was PM who received Sadat in 1977, signed the Peace agreement with Egypt and awarded
the Nobel Peace Prize
ordered bombing of nuclear reactor in Iraq in 1981 and launched attack on Lebanon to
destroy terrorism there
MODERN HISTORY
STAGE 3
19
SAMPLE MARKING KEY
Question 8
Discuss the impact of changing ideas and ideology on the social and economic circumstances of
people in the country or region studied.
Answers may include:
Russia
The changes from autocracy to Leninism and again to Stalinism created far reaching changes in
economic and social experiences of Russian people. Students will need to provide a detailed
discussion of the ideological basis of reforms instituted by Lenin or Stalin, or both. They must then
explain the impacts of these reforms on the economy and social circumstances of different groups
in Russia.
China
Students may choose to discuss the features ideology in Nationalist China and explain the impacts
of Maoism on social and economic conditions of the various groups in China. Students could focus
on the social and economic impact of the changes instituted by Mao following the Revolution such
as land and industrial reform, marriage reform and the mass campaigns of the Great Leap Forward
and the Cultural Revolution. Deng Xiaoping’s ideology and the impact of his reforms could also be
discussed.
Europe
Students may choose to discuss one of the following:
Capitalism v Communism
Eastern Europe pre and post WW2 and the annexation of many countries into the USSR then the
subsequent collapse of the Eastern Bloc
Policy of Containment and the subsequent Marshall Plan effects on Western Europe – in particular
Germany
Development of the policies Ostpolitik & Gaulism
Gorbachev: Glasnost & Perestroika
They must then explain the impacts of these reforms on the economy and social circumstances of
different groups within the region
M. East
The granting of a measure of self government to Palestinians within occupied territories had the
potential to lead to deteriorating circumstances for the inhabitants due to Israeli blockades and
other attacks to deal with terrorism
Economic progress in Egypt under Nasser with a programme of industrialisation which stalled with
the war years from 1967 and then revivals after 1973 and again in the 1990s with policies
encouraging private investment
Sadat’s move away from pan Arabism ended the serious impact of war on economic and social
circumstances in Egypt
Nasser’s National Charter in 1964 part of an attempt to merge Islamic and socialist thinking to
advance the welfare of citizens but these developments overtaken by war with Israel.
Lebanon’s period of economic development was badly affected by the Civil War and the Israeli
invasion at one stage during the period 1975 to 1990- physical destruction, loss of trade and
tourism, forced migration all contributed to this situation.