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REPUBLIC OF NAMIBIA

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE

THESE PAPERS AND MARK SCHEMES SERVE TO EXEMPLIFY THE SPECIFICATIONS IN THE LOCALISED

NSSC HISTORY HIGHER LEVEL SYLLABUS

2006

HISTORY SPECIMEN PAPERS 1 - 2 AND MARK

SCHEMES

HIGHER LEVEL

GRADES 11 – 12

Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2005 NSSCH History Specimen Papers Gr 11 - 12 ISBN: 99916-69-43-4 Printed by NIED Publication date: 2005

TABLE OF CONTENTS Paper 1: Specimen Paper .........................................................................................................1

Paper 1: Mark Scheme...........................................................................................................10

Paper 2: Specimen Paper .......................................................................................................20

Paper 2: Mark Scheme...........................................................................................................40


Namibia Senior Secondary Certificate (NSSC)

HISTORY: HIGHER LEVEL

PAPER 1: SPECIMEN PAPER

TIME: 2 hours MARKS: 100 marks

Additional Materials: Answer Booklet / Paper READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces provided on the answer paper. Write in dark blue or black pen on both sides of the paper. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer four questions, any two from Section A and one from each Part in Section B. Write your answers on the separate answer paper provided. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets ( ) at the end of each question or part question. The total of the marks for this paper is 100. This question paper consists of 4 printed pages.

22

SECTION A

INTERNATIONAL RELATIONS FROM 1919

Answer any two questions from this Section.

1. Study the map, and answer the questions which follow.

A map of Europe after the Paris Peace Settlement in 1919

(a) Describe the terms of the Treaty of Versailles with regard to territorial arrangements. [6]

(b) Why was the League of Nations handicapped from the start ? [9]

(c) Were the following agreements / treaties equally important in keeping peace in the

1920’s ? Explain your answer with reference to (i), (ii) and (iii). [10]

(i) Locarno Treaties (ii) Washington Treaties (iii) Kellogg-Briand Pact

33

2. Study the map, and then answer the questions which follow.

Hitler's Foreign Policy, 1933-39

(a) What were Mussolini’s aims for invading Abyssinia ? [6] (b) Explain the factors that led to the rise of aggressive nationalism in the 1930’s. [9] (c) How far was Hitler’s foreign policy responsible for the outbreak of the Second

World War ? [10]

44

3. Study the extract, and then answer the questions which follow.

Perhaps you think that just because we are the allies of the English we have forgotten who they are and who Churchill is. There's nothing they like better than to trick their allies. During the First World War they constantly tricked the Russians and the French. And Churchill? Churchill is the kind of man who will pick your pocket of a kopeck! [A kopeck is a low value Soviet coin.] And Roosevelt? Roosevelt is not like that. He dips in his hand only for bigger coins. But Churchill? He will do it for a kopeck.

Stalin speaking to a fellow Communist, Milovan Djilas, in 1945. Djilas was a supporter of Stalin.

(a) What decisions were made about Germany at the Yalta and Potsdam

Conferences ? [6] (b) Why did the USA introduce the Marshall Plan ? [9] (c) “The most important cause of the Cold War was the suspicion and rivalry between

Truman and Stalin”. Do you agree with this view ? Explain your answer. [10]

55

4. Study the photograph, and then answer the questions which follow.

Leaders of the Angolan political movement, with President Kenyatta, in 1975 – (from left) Holden Roberto (FNLA), Kenyatta, Agostino Neto (MPLA) and Jonas Savimbi (UNITA)

(a) Describe the contribution of any two individuals in achieving independence for

Angola. [6]

(b) Why did Portugal tried to prevent Angola from achieving independence ? [9]

(c) “Angola was one of the battlefields of the Cold War”. Do you agree ? Explain your answer. [10]

66

SECTION B

THE HISTORY OF SOUTHERN AFRICA TO THE PRESENT DAY

Answer any two questions from this Section, one from each part.

Part 1 5. Study the cartoon, and then answer the questions which follow.

A cartoon of Paul Kruger in a French newspaper in the 1890’s

(a) Describe the tariff war between the railway companies of Southern Africa from 1894 to 1895. [6]

(b) Explain how the development of railways assisted the economic development of

Southern Africa. [9] (c) “War broke out in 1899 between Britain and the South African Republic only

because Britain wanted to control the goldfields”. Do you agree with this view ? Explain / motivate your answer. [10]

77


Seretse Khama with his wife and children.

(a) Describe briefly why the Bechuanaland Democratic Party (BDP) was so successful

in the pre-independence election of 1965. [6] (b) Why was Seretse Khama made President of Botswana in 1966 ? [9] (c) “The new country of Botswana was not truly independent in 1966”. Do you agree ?

Explain your answer. [10]

88

Part 2

7. Study the map, and then answer the questions which follow.

The German conquest of Namibia

(a) Describe the progress in the German conquest of Namibia between

1884 and 1896. [6]

(b) Explain why the Namibians suffered as contract labourers under German and South African rule. [9]

(c) “Apartheid was totally effective in depriving black Namibians from their rights”.

How far do you agree with this statement ? Explain your answer. [10]

99


Members of the Western Contact Group

(a) Describe the role the Western Five played in achieving independence for

Namibia. [6] (b) Why did SWAPO started the armed struggle ? [9] (c) To what extent was Namibia successful in meeting post-independence

challenges ? [10]

Acknowledgement

The Ministry of Education acknowledges the assistance of the University of Cambridge Local Examinations Syndicate (UCLES) in granting

permission to use resources and ideas towards the production of these specimen questions, notably questions 1, 2, 3, 4, 5, 6, 7 and 8.

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PAPER 1: MARK SCHEME

PAPER 1 (SPECIMEN) [Maximum raw mark 100] PAPER 2 (SPECIMEN) [Maximum raw mark 60]

1111

PAPER 1

SECTION A

INTERNATIONAL RELATIONS FROM 1919

Question 1 1. (a) Describe the terms of the Treaty of Versailles with regard to territorial

arrangements.

Level 1 Gives a vague, fragmentary or only partially accurate description. 1 Level 2 Describes the terms with reasonable accuracy and chronology. Two terms

regarding territorial decisions. 2-4 Level 3 Describes the terms with regard to territorial arrangements with clear

accuracy and chronology. Terms for territorial arrangements are acceptable. 5-6

(b) Why was the League of Nations handicapped from the start?

Level 1 Simplistic reason lacking explanation e.g. superpowers not

members. 1-2 Level 2 Simplistic answer but supported by some valid evidence even if the

answer is not well organised or contains inaccuracies. Or list reasons for ‘handicapped’ of the League of Nations. 3-5

Level 3 Developed mono-causal as an explanation e.g. the lack of the League

of Nations to punish aggressors effectively. 6-7 Level 4 Developed multi-causal which recognises that the League of Nations

was unable to stop members seeking war at that time. A good awareness of the activities of the League of Nations in the context to safeguard the world should be shown for full marks. 8-9

(c) Were the following agreements / treaties equally important in keeping peace in the

1920’s? Level 1 Opinion expressed in simple fashion and supported by little valid or

accurate evidence. 1-2 Level 2 Simplistic view but supported by some valid evidence even if the answer is

not well organised or contains some inaccuracies Or describes the importance of some of the treaties. 3-5

Level 3 Outlines ‘successful’ aspects of the agreements/treaties without assessment

of ‘how’ successful although some mention of failures may be made. Must give some examples of peace keeping. 6-7

Level 4 Shows ability to take overview of the work of the agreements/treaties in

various fields and to assess ‘how’ successful these agreements/treaties has been. Will include in this assessment some indication of the difficulties facing these agreements/ treaties. 8-10

1212

Question 2 2. (a) What were Mussolini’s aims for invading Abyssinia?

Level 1 A vague or general view or 1 aim reasonably described. 1 Level 2 Two aims reasonably described. 2-4 Level 3 Aims well described and in detail. Effects of these aims well

evaluated. 5-6

(b) Explain the factors that led to the rise of aggressive nationalism in the 1930’s. Level 1 Simplistic opinion supported by little valid or accurate evidence. 1-2 Level 2 Simplistic answer but supported by some valid evidence even if the

answer is not well organised or contains inaccuracies or describes more than two factors. 3-5

Level 3 Answers will show how these factors increased tension and assume that

that leads on to war. 6-7 Level 4 Answers will try to achieve a balance between the consequences of the

factors. There must be some logical progression to a conclusion. 8-9

(c) How far was Hitler’s foreign policy responsible for the outbreak of the Second World War? Level 1 Opinion expressed in simple fashion supported by little valid or accurate

evidence. 1-2 Level 2 Simplistic view but supported by some valid evidence even if the answer is

not well organised or contains some inaccuracies. 3-5 Level 3 Describes Hitlers’ foreign policy and shows how the Germans benefited

from it – doesn’t question ‘benefits’. 6-7 Level 4 Shows a good understanding of the demands of the question. Demonstrates

ability to distinguish between Hitlers’ foreign policy and other factors that contributed to the outbreak of the Second World War. 8-10

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Question 3 3. (a) What decisions were made about Germany at the Yalta and Potsdam Conferences?

Level 1 A simple statement showing decision e.g. Germany lose territories. 1 Level 2 Developed decision or list of decisions at superficial level. 2-4 Level 3 Developed explanation of decisions and shows ability to see decisions and

consequences as a whole and not as isolated pieces. 5-6

(b) Why did the USA introduce the Marshall Plan? Level 1 Simplistic reason lacking explanation e.g. to assist Europe

economically. 1-2 Level 2 Simplistic answer but supported by some valid evidence even if the

answer is not well organised or contains inaccuracies. Or describes more than two reasons. 3-5

Level 3 Developed mono-causal as an explanation e.g. reasons for introducing the

Marshall Plan. Or multi-causal at superficial level Or Level 4 answer but which contains inaccuracies or vagueness in the evidence submitted. 6-7

Level 4 Developed multi-causal which will show the reasons for introducing

the Marshall Plan and also put it into the general context of the factors affecting the economic climate in Europe. 8-9

(c) “The most important cause of the Cold War was the suspicion and rivalry between

Truman and Stalin”. Do you agree with this view? Explain your answer. Level 1 Opinion expressed in simple fashion and supported by little valid or


not well organised or contains some inaccuracies Or described the Cold War or the suspicion and rivalry between Truman and Stalin. 3-5

Level 3 Is able to point out in some detail the causes of the Cold War or the rivalry

between the USA and USSR. Or some of both but with no real balanced assessment e.g. answer will say the suspicion and rivalry between Truman and Stalin caused the Cold War without evaluating what the overall causes was in relation to other factors. 6-7

Level 4 Shows a good understanding of the demands of the question.

Demonstrates ability to recognise the interwoven causes affecting the relationship, therefore in making a simple judgement with regard to the question. 8-10

1414

Question 4 4. (a) Describe the contribution of any two individuals in achieving independence for

Angola. Level 1 Gives a vague, fragmentary or only partially accurate description. 1 Level 2 Describes the contribution of two individuals with reasonable accuracy

and chronology. Two descriptions contributing in achieving independence. 2-4

Level 3 Describes the contributions of two individuals with regard to achieving

independence Descriptions of how independence was achieved are acceptable. 5-6

(b) Why did Portugal tried to prevent Angola from achieving independence?

Level 1 Simplistic reason lacking explanation e.g. they wanted to rule the

country. 1-2 Level 2 Simplistic answer but supported by some valid evidence even if the answer

is not well organised or contains inaccuracies Or list reasons for Portugal’s refusal. 3-5

Level 3 Developed mono-causal as an explanation e.g. to control the country as a

Portuguese colony Or multi-causal at superficial level Or Level 4 answer but which contains inaccuracies or vagueness in the evidence submitted. 6-7

Level 4 Developed multi-causal which picks out ‘Portugal’ and shows that it had a

particular policy but one which was shared by the majority of Portuguese in Portugal. 8-9

(c) “Angola was one of the battle fields of the Cold War”. Do you agree?

Explain your answer. Level 1 Opinion expressed in simplistic fashion and supported by little valid or


not well organised or contains some inaccuracies Or describes some of the consequences of the Cold War but without any assessment of the ‘consequences’. 3-5

Level 3 Answer will concentrate on the disadvantages to Angolans. Higher marks

for those who show a balanced and objective answer. 6-7 Level 4 Shows a good understanding of the demands of the question. Demonstrates

an ability to ‘stand back’ and assess the effects objectively and from different perspectives. 8-10

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SECTION B

THE HISTORY OF SOUTHERN AFRICA TO THE PRESENT DAY Part 1 Question 5 5. (a) Describe the tariff war between the railway companies of Southern Africa from

1894 to 1895. Level 1 Gives a vague, fragmentary or only partially accurate description. 1 Level 2 Describes the causes with reasonable accuracy and chronology. Two

reasons regarding the tariff war. 2-4 Level 3 Describes the causes with regard to the tariff war with accuracy and

chronology Reasons for tariff war are acceptable. 5-6

(b) Explain how the development of railways assisted the economic development of

Southern Africa. Level 1 Simplistic reason lacking explanation e.g. better transport increased

economic progress. 1-2 Level 2 Simplistic answer but supported by some valid evidence even if the answer

is not well organised or contains inaccuracies Or list reasons how development of railways effected economic development. 3-5

Level 3 Developed mono-causal as an explanation e.g. reasons for economic

development Or multi-causal at superficial level Or Level 4 answer but which contains inaccuracies or vagueness in the evidence submitted. 6-7

Level 4 Developed multi-causal which will show the causes for the economic

development and also put it into the general context of the factors. 8-9

(c) “War broke out in 1899 between Britain and the South African Republic only because Britain wanted to control the goldfields. Do you agree with this view? Explain / motivate your answer. Level 1 Opinion expressed in simple fashion and supported by little valid or


not well organised or contains some inaccuracies Or describes the war between Britain and South African Republic without relating. 3-5

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Level 3 Is able to point out some detailed causes for war from both sides with no real balanced assessment e.g. answer will say that one of the countries was make weaker without evaluating what the overall effect of that was in relation to other factors. 6-7

Level 4 Shows a good understanding of the demands of the question. Demonstrates

ability to recognise the interwoven factors affecting the war and the difficulty therefore making a simple judgement with regard to the question. 8-10

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Question 6 6. (a) Describe briefly why the Bechuanaland Democratic Party (BDP) was so successful

in the pre-independence election in 1965. Level 1 Gives a vague, fragmentary or only partially accurate description. 1 Level 2 Describes the reasons for the BDPs’ success with reasonably accuracy and

chronology. Two reasons regarding the BDPs’ success in the pre-independence election. 3-4

Level 3 Describes the reasons with regard to the BDPs’ successes with accuracy

and Chronology. Reasons for BDPs’ successes are acceptable. 5-6

(b) Why was Seretse Khama made President of Botswana in 1966? Level 1 Simplistic reason lacking explanation e.g. support British policies. 1-2 Level 2 Simplistic answer but supported by some valid evidence even if the answer

is not well organised or contains inaccuracies Or describes more than two reasons. 3-5

Level 3 Developed mono-causal as an explanation e.g. reasons why Khama was

made president Or multi-causal at superficial level Or Level 4 answer but which contains inaccuracies or vagueness in the evidence submitted. 6-7

Level 4 Developed multi-causal which will show the reasons why Khama was

made president and also put it into the general context regarding the consequences of his presidency. 8-9

(c) “The new country of Botswana was not truly independent in 1966”. Do you agree?

Explain your answer. Level 1 Opinion expressed in simple fashion and supported by little valid or


not well organised or contains some inaccuracies Or described Botswana’s independence. 3-5

Level 3 Is able to point out in some detail reasons for Botswana’s independence

Or the feeling of the Botswana people with no real balanced assessment e.g. that Botswana became independent through British interference without evaluating the overall factors. 6-7


ability to recognise the interwoven factors effecting Botswana’s independence, therefore making a simple judgement with regard to the question. 8-10

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Part 2 Question 7 7. (a) Describes the progress in the German conquest of Namibia between 1884 and 1896.

Level 1 Gives a vague, fragmentary or only partially accurate description. 1 Level 2 Describes the progress with reasonable accuracy and chronology. Two

reasons contributing to the German conquest of Namibia. 2-4 Level 3 Describes the German conquest with regard to colonisation of Namibia

Descriptions of colonial conquest are acceptable. 5-6

(b) Explain why the Namibians suffered as contract labourers under German and South African rule. Level 1 Simplistic reason lacking explanation e.g. they worked under severe

conditions. 1-2 Level 2 Simplistic answer but supported by some valid evidence even if the answer

is not well organised or contains inaccuracies or list reasons how Namibians suffered under the labour contract system. 3-5

Level 3 Developed mono-causal as an explanation e.g. effects of the contract

labour system or multi-causal at superficial level or Level 4 answer but which contains inaccuracies or vagueness in evidence submitted. 6-7

Level 4 Developed multi-causal which will show the consequences of the contract

labour system and also put it into the general context of other factors contributing to the suffering of Namibians. 8-9

(c) “Apartheid was totally effective in depriving black Namibians from their rights”.

How far do you agree with this statement? Explain your answer. Level 1 Opinion expressed in simple fashion and supported by little valid or


not well organised or contains some inaccuracies or describes the effects of apartheid on black Namibians without relating it. 3-5

Level 3 Is able to point out in some detail the effects from both sides with no real

balanced assessment e.g. answer will say that blacks suffered a lot without evaluating what the overall effects was in relation to other factors. 6-7


ability to recognise the interwoven factors effecting black Namibians, and therefore making a simple judgement with regard to the question. 8-10

1919

Question 8 8. (a) Describe the role the Western Five played in achieving independence for Namibia.

Level 1 Gives a vague, fragmentary or only partially accurate description. 1 Level 2 Describes the role of the Western Five with reasonable accuracy and

chronology Two reasons describing the role of the Western Five regarding Namibia’s Independence. 2-4

Level 3 Describes the contributions of the Western Five with regard to Namibia’s

Independence. Descriptions of how independence was achieved are acceptable. 5-6

(b) Why did SWAPO started the armed struggle?

Level 1 Simplistic reason lacking explanation e.g. to fight for independence.

1-2 Level 2 Simplistic answer but supported by some valid evidence even if the answer

is not well organised or contains inaccuracies or describes more than two reasons. 3-5

Level 3 Developed mono-causal as an explanation e.g. reasons for armed struggle

or multi-causal at superficial level or Level 4 answer but which contains inaccuracies or vagueness in the evidence submitted. 6-7

Level 4 Developed multi-causal which will show the reasons for the start of the

armed struggle and also put it into the general context of other factors effecting the armed struggle. 8-9

(c) To what extent was Namibia successful in meeting post-independence challenges?

Level 1 Opinion expressed in simple fashion supported by little valid or accurate

evidence. 1-2 Level 2 Simplistic view but supported by some valid evidence even if the answer is

not well organised or contains some inaccuracies. 3-5 Level 3 Describes Namibia’s successes after independence and shows how they

were achieved – doesn’t question ‘to what extent’. 6-7 Level 4 Shows a good understanding of the demands of the question.

Demonstrates ability to distinguish between successes and other challenges that contributed to post-independent achievements. 8-10

2020




PAPER 2: SPECIMEN PAPER

TIME: 2 hours MARKS: 60 marks Additional Materials: Answer Booklet / Paper READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces provided on the answer paper. Write in dark blue or black pen on both sides of the paper. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer the questions set on one of the Depth Studies. Write your answers on the separate answer paper provided. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets ( ) at the end of each question or part question. The total of the marks for this paper is 60. See pages: Depth Study A: Africa and Western Imperialism 2-6 Depth Study B: Germany between the Wars 7-12 Depth Study C: The United States, 1919 – 1974 13-19

This question paper consists of 10 printed pages.

2121

DEPTH STUDY A: AFRICA AND WESTERN IMPERIALISM

African support for Nationalist Movements in Zimbabwe 1. Read the sources, and then answer all the questions which follow. SOURCE A

The 1959 Emergencies were the dividing line in the fortunes of the Federation. Early the following year the Belgians decided to pull out of the neighbouring Congo. By this time the British government had lost faith in the multi-racial experiments in Tanganyika and Kenya. Harold Macmillan, the British Prime Minister, during his 1960 tour, was critical of the lack of progress towards genuine partnership in the Federation. He ended his tour in Cape Town, where he delivered his famous ‘Wind of Change’ speech before the white South African members of parliament: We have seen the awakening of national consciousness in peoples who have for centuries lived in dependence upon some other power. Fifteen years ago this movement spread through Asia. Many countries there of different races and civilisations pressed their claim to an independent life. Today the same thing is happening in Africa and the most striking of all the impressions I have formed since I left London a month ago is of the strength of this African national consciousness. The wind of change is blowing through this continent, and whether we like it or not this growth of national consciousness is a political fact, and our national policies must take account of it.

An extract of a speech by Harold Macmillan, British Prime Minister. SOURCE B

Common devotion to the complete liberation of all colonial territories; The maintenance of a policy of non-alignment with other international groups or organisations; the promotion of unity and solidarity of black African states; coordination of forces to improve the general standard of living in Africa; the protection of their sovereignty and territorial integrity; and the combating of all forms of colonialism. In order to achieve these aims, the members states agreed to coordinate their economic, political, educational, scientific and defense policies.

An extract from the OAU Charter. SOURCE C

The African Liberation Committee was required to coordinate the activities of political liberation movements and to administer their funds. Member countries agreed to allow ‘freedom fighters’ to be trained in their countries. The OAU is financed through contributions from the member states.

An extract from the OAU Charter.

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SOURCE D SECRET BASES IN ZAMBIA

The intersection of Freedom Way and Kalundwe Road on the western side of Lusaka, Zambia’s capital, looks pretty ordinary to passers-by or travelersleaving the city for Mumbwa. On the south-west corner there is an Indian shop, the south-east is open land, and on the other two corners there are commercial premises stacked with old motor-cars and building material. But a cluster of white buildings behind the Indian store houses the nerve-centre of the guerilla war which is being waged against the white south from Zambia. The buildings - one double-storeyed – stand behind a high brick wall; access is through a double gate alongside the store, or through another gate opening into a narrow lane at the back. This is the Centre of African Liberation, where the chief representatives of the various terrorist groups have their offices.

A Newspaper Article in the 1970s. SOURCE E

A map showing Liberation Movements in Africa.

2323

SOURCE F

Zimbabwean leaders in detention at Sikombele. From left to right: E. Tekere, E. Zvobgo,

E. Nkala, N. Sithole, R. Mugabe, L. Takawira, M. Malinanga SOURCE G

Burial of ZANLA soldier in Mozambique, 1978. Present were R. Mugabe, E. Tekere, E. Zvobgo

J. Tongogara, R. Manyika, E. Kadungure, M. Urimbo

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SOURCE H

The Rhodesian UDI created a ‘crisis of frustration’

The African states knew that they did not have the strength to intervene militarily in Rhodesia by themselves. The country most closely affected was Zambia, which was dependent on the Rhodesian railways for the export of most of its copper and most of its essential imports. Zambia was also the only African-ruled country through which Rhodesia could be invaded. The Zambian Government found itself under heavy pressure from the more militant African states to receive contingents of “freedom fighters”, who would attempt to stir the African population of Rhodesia into active resistance to the Smith regime.’

Extract from an article in a Zambian newspaper.

SOURCE I

ZAPU refugee camp under air attack from Rhodesian government forces.

2525

In answering the questions which follow you must use your own knowledge of the period to help you interpret and evaluate the sources. Where you are asked to use specific sources you must do so to score high marks. You may use any of the sources to help you answer the questions, in addition to sources to which you are specifically directed.

Answer all the questions.

(a) Study Source A. What impression does this source give of changing British attitudes towards colonies? Explain your answer. [7]

(b) Study Sources B and C.

How far does Source C support Source B? Explain your answer. [7] (c) Study Sources D and E.

How far do these two sources give similar evidence about support for the Nationalist Movements? Explain your answer. [7]

(d) Study Sources F and G.

Were the photographers of these two sources for or against the support of Nationalist Movements? Explain your answer. [9]

(e) Study Source H.

In what ways is this source useful to historians of this period? Explain your answer. [9]

(f) Study Sources E and I.

Which of these sources do you trust more as evidence that Smith’s government violated human rights? Explain your answer. [9]

(g) Study all Sources.

“Black Nationalism triumphed in Zimbabwe”. How far do these sources support this view? Explain your answer with reference to any of the sources. [12]

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DEPTH STUDY B: GERMANY BETWEEN THE WARS

Hitler – a Great Man ? 2. Read the Introduction and the sources, and then answer all the questions which follow. INTRODUCTION

Hitler has fascinated historians for many years. He rose from nothing to become dictator of Germany. Despite his faults, can he be described as a great man ?

SOURCE A

The Nazi Party, its propaganda and its tactics – these were all Hitler’s. His personal power in Germany has rarely, if ever, been equalled in a modern industrialised state. He began with few advantages; he was not even a citizen of the country he hoped to rule. To achieve what he did Hitler needed – and possessed – talents out of the ordinary which amounted to political genius, however evil the results. His abilities were many: his mastery of the emotional factors in politics, his insight into the weaknesses of his opponents, his sense of timing, and his willingness to take risks. But these remarkable powers were combined with hatred, resentment, the desire to dominate, and, where he could not dominate, to destroy. His twelve years’ dictatorship lacked any ideas except the extension of his own power. Even this power resulted in S.S. garrisons and concentration camps. It is this lack of ideas to justify the suffering he caused which makes Hitler so hateful a figure. Hitler will have his place in history, but it will be alongside the monsters of history.

From a history book by a British historian, published in 1952. SOURCE B

Should we call Hitler great ? No one caused so much rejoicing; no one so much hate. He created everything himself. He was his own teacher, organiser of a party, tactician, saviour, leader, statesman. He dominated his revolution. In spite of the collapse of all his hopes after the attempted putsch in 1923 he did not take back a single word. He later said, ‘Everyone said I was crazy in those days.’ But only a few years later everything he wanted was reality: democracy, political parties and unions were all on their way out. And yet we hesitate to call Hitler ‘great’. Someone who is so hateful is unfit to be a hero. Hitler’s intolerance and cruelty, the fact that power was his only motive, make him ordinary rather than great. All his personal characteristics do not add up to a real person. Though one of the greatest orators of history, he said nothing that is memorable. And similarly there are no stories about him by the people who knew him best.

From a history book by a German historian, published in 1973.

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SOURCE C

A political poster published in Nazi Germany in the 1930s.

SOURCE D

An American cartoon published in 1936.

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SOURCE E I have just returned from Germany. I have now seen the famous German leader and also something of the great change he has made. Whatever one may think of his methods – and they are certainly not those of a parliamentary country – there can be no doubt he has achieved a marvellous change in the spirit of the people, in their attitude to each other, and in their economic and social outlook. One man accomplished this miracle. A born leader of men, the national leader. He is also protecting them against the constant fear of starvation, which is one of the worst memories of the last years of war and the first years of peace. As to his popularity, especially among the youth of Germany, there can be no doubt. The old trust him; the young worship him. It is not the admiration given to a popular leader. It is the worship of a national hero who has saved his country.

Lloyd George writing in 1936 in a British newspaper under the headline, ‘I talked to Hitler George had been Prime Minister of Britain between 1916 and 1922.

SOURCE F

Hitler is a monster of wickedness, greedy for blood and plunder. Not content with having all Europe under his heel, he must now carry his work of butchery among the vast population of Russia. He is a common murderer.

Winston Churchill, Prime Minister of Britain, speaking to the British people in 1941. SOURCE G

His fists raised, his cheeks flushed with rage, his whole body trembling, the man stood in front of me, beside himself with fury and having lost all self-control. After each outburst of rage Hitler would stride up and down the carpet, then suddenly stop immediately before me and hurl his next accusation in my face. He was almost screaming, his eyes seemed about to pop out of his head and the veins stood out on his temples.

From the memoirs of a general in Hitler’s army, written in 1952.

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SOURCE H

Election poster, 1932. The text reads, ‘Our last hope – Hitler!’

SOURCE I

The front cover of a German Communist magazine published in July 1932. The caption says,

‘Only the stupidest calves choose their own butcher.’

3030

SOURCE J Hitler poster: show a fascinating Hitler head on a completely black background. In accordance with the Fuhrer’s wish this poster is to be put up only during the final days. Experience shows that during the final days of the campaign there is a variety of coloured posters, this poster will contrast with all the others and will produce a tremendous effect on the masses. Instructions for the National Socialist Press for the election: 1. From 29 March to 3 April a special topic must be dealt with every day on the

front page of all our papers: Hitler as a fighter (gigantic achievements through his willpower); Hitler as a statesman – use plenty of photographs.

2. On 3 April, the great propaganda journey of the Fuhrer through Germany will

start, about a million people are to be reached directly through our Fuhrer’s speeches.

Orders issued to Nazi propaganda headquarters before the Presidential elections, April 1932.

SOURCE K

The April sun shone hot like in summer. It was nearly 3 pm. ‘The Fuhrer is coming!’ A shiver of excitement went through the crowds. Around the speaker’s platform one could see hands raised in the Hitler salute. The speaker made way for Hitler – the man who had drawn 120 000 of all classes and ages to this meeting. There stood Hitler in a simple black coat. He looked over the crowd, waiting – thousands of swastika flags were raised, the joy of this moment was overwhelming. His voice was hoarse after all his speaking during the previous days. When the speech was over, there was enthusiastic shouting and applause. Many look up to him with faith as their helper, and their saviour from unbearable distress.

From the diary of a school teacher, April 1932.

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(a) Study Sources A and B. How far do these two accounts give similar impressions of Hitler ? Explain your answer. [7]

(b) Study Sources C and D.

Which of these sources supports Hitler and which criticises him ? Explain your answer, referring to details in each of the sources. [8]

(c) Study Sources E and F.

These two sources disagree about Hitler. Does this mean that one of them must be wrong ? Explain your answer. [9]

(d) Study Sources G and H.

Which source do you trust more as evidence about Hitler ? Explain your answer. [8]

(e) Study Source I.

Why was this picture published in 1932 ? Explain your answer. [8] (f) Study Sources J and K.

Which of these two sources is the more useful as evidence of Hitler’s popularity ? Explain your answer. [8]

(g) Study all the sources.

Do these sources support the view that Hitler was a great man ? Explain your answer. [12]

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DEPTH STUDY C: THE UNITED STATES, 1919-1974

Civil Rights in Post-War USA

3. Read the Introduction and the sources, and then answer all the questions which follow. INTRODUCTION

For years blacks had been trying to improve their position in peaceful and legal ways through the Civil Rights movement. The aim of the Civil Rights movement was to change the regulations which denied blacks the same rights as other Americans. This sort of thing was called ‘segregation’. The laws that enforced segregation were nicknamed ‘Jim Crow’ laws, from a character in an old song who had to jump whenever his boss told him to. In 1954 Civil Rights supporters persuaded the Supreme Court to declare that black children should be allowed to attend the same schools as white pupils. On the morning of 23rd September 1957 a group of black students set out to enrol at the all-white High School in the southern town of Little Rock. An angry mob of whites gathered to scare them off. President Eisenhower sent soldiers to enforce the Supreme Court’s decision. The black girls and boys were admitted. So began a long struggle for equal rights in education. It was still going on thirty years later. Another landmark in the black struggle for Civil Rights came in a strictly segregated southern city called Montgomery. In 1955 a black woman named Rosa Parks refused to give up her seat on a crowded bus to a white man. Under Montgomery’s Jim Crow laws this was an offence. She was arrested. Despite these and other court rulings, some black leaders have claimed that things have changed very little for black people in America. Some black leaders have argued for the use of violence to bring about faster change, while others have continued to support the non-violent methods of Martin Luther King. Was the rapid growth of Civil Rights Movements only to end segregation in the American society ?

3333

SOURCE A One hundred years ago, a great American signed the Emancipation Proclamation. The great document came as a great light of hope for millions of Negro slaves. But one hundred years later the Negro is still not free. One hundred years later, the life of the Negro is still badly crippled by segregation and discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. I say to you today, my friends, even though we face the difficulties of today and tomorrow, I still have a dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed, ‘We hold these truths to be self-evident, that all men are created equal.’ I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slaveowners will be able to sit down at the table of brotherhood. I have a dream that one day, down in Alabama, with its vicious racists, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. This is our hope. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

Extracts from a speech by Martin Luther King to 200,000 civil rights demonstrators in Washington in 1963.

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SOURCE B Do you know why the white man really hates you ? It’s because every time he sees your face, he sees a mirror of his crime – and his guilty conscience can’t bear to face it. No sane black man really wants integration! No sane white man really wants integration! The only solution is complete separation from the white man! Western society is deteriorating, it has been overcome with immorality, and God is going to judge it, and destroy it. And the only way the black people can be saved is to separate from it, to a land of our own, where we can reform ourselves, lift our moral standards, and try and be godly. Our enemy is the white man! And when you know who your enemy is, he can no longer keep you divided, and fighting, one brother against the other! When you recognise who your enemy is, he can no longer use trickery, promises, and lies to keep you deaf, dumb and blinded! We are the only black organisation that only black people support! These so-called ‘Negro progress’ organisations – why, they insult your intelligence, claiming they are fighting on your behalf, to get you the equal rights you are asking for, claiming they are fighting the white man who refuses to give you your rights. Why, the white man supports those organisations. The white man controls those organisations! He advises them – so he contains them! I am for violence if non-violence means we continue postponing a solution to the American black man’s problem. If we must take violence to get the black man his human rights in this country, then I am for violence.

Extracts from speeches by Malcolm X in the late 1950s and early 1960s when he was a leading figure in the Black Muslim movement.

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SOURCE C

23rd September 1957; morning. Fifteen-year-old Elizabeth Eckford on her way to enrol at

the all-white Central High School in Little Rock, Arkansas. SOURCE D

A photograph showing federal troops guarding black students as they enter the Central High

School, Little Rock, in September 1957.

3636

SOURCE E A man yelled, ‘Look, they’re going into our school.’ The crowd now let out a roar of rage. ‘They’ve gone in’, a man shouted. ‘Oh God’, said a woman, ‘the blacks are in our school.’ A group of six girls, dressed in skirts and sweaters, hair in pony-tails, started to shriek and wail. ‘The blacks are in our school’, they howled hysterically. Hysteria swept from the shrieking girls to members of the crowd. Women cried uncontrollably, tears running down their faces.

From the newspaper, ‘The New York Times’, in a report about black children entering the Central High School at Little Rock in September 1957.

SOURCE F

An American cartoon published in 1922.

SOURCE G

“You’ll get freedom by letting your enemy know that you’ll do anything to get your freedom … It’s the only way you’ll get it … they’ll call you an extremist or a … red or radical. But if you stay radical long enough and get enough people to be like you, you’ll get your freedom.”

From a speech by Malcolm X.

3737

SOURCE H

The Civil Rights march on Washington, August 1963.

SOURCE I

“Non-violent resistance has a way of disarming an opponent; it weakens his morale and at the same time it works on his conscience … violent resistance will mislead Negroes … and place them as a minority in a position where they confront a far larger adversary than it is possible to defeat.” “We have come to the day when a piece of freedom in not enough for us … Freedom is like life. You cannot be given life in instalments. You cannot be given breath but no body, nor a heart but no blood vessels. Freedom is one thing – you have it all, or you are not free.”

From a speech by Martin Luther King.

3838

SOURCE J The song says ‘We shall overcome.’ But the question is have we overcome? Have we done it? No, a thousand times no. We have, in the past twenty years, crossed many barriers but we are nowhere at the end of our journey. For example, the admission of a handful of gifted black athletes to a white university controlled by whites is not integration. The costs have been great. Martin Luther King is dead, Malcolm X is dead, and many other people associated with the civil rights movement are dead. It is true that blacks can do things today that they couldn’t twenty-four years ago. Everything has changed, and yet nothing has changed. Despite the court orders and civil rights laws the economic gap between blacks and whites is still widening. The jobless gap between blacks and whites is the widest it has ever been. Whites who fail at High School have lower unemployment rates than black youth with university education. How is it possible for black America to be in so much trouble after all the demonstrations and marches? The short answer is that we stopped marching too soon. The long answer is that the struggle is not a hundred metre dash but a long distance run. We must prepare for a struggle of even fifty years. The second lesson is that people only change when they have to change, and that it is the task of the blacks to force change. Finally, the whites are going to have to accept change. The great lesson of the sixties is that there is no black problem in America. The problem of race in America is a white problem, and we shall not overcome Until we confront that problem. In 1978, twenty-four years after the Brown v. Board of Education of Topeka decision, a group of university teachers met to debate the question, ‘Have we overcome?’ Here a black writer gives his answer.

3939



(a) Study Sources A and B. How far do Sources A and B agree? Explain your answer. [7]

(b) Study Source C.

This photograph shows white attitudes towards black Americans. How typical were these attitudes of the time? [8]

(c) Study Sources D and E.

Which of the two sources are more useful as evidence of what happened at the Central High School at Little Rock in September 1957? Explain your answer. [10]

(d) Study Source F.

What was the cartoonist showing about black civil rights in the USA? Refer to details in the cartoon in your answer. [8]

(e) Study Sources G and H.

How does Source H support the views of Malcolm X in Source G? [8]

(f) Study Sources G and I. How far would Malcolm X have thought that Martin Luther King was wrong? Explain your answer. [7]

(g) Study all sources.

In Source J it states, “the problem of race in America is a white problem”. How far do these sources support this view? Explain your answer with reference to any of the sources. [12]

Acknowledgement

The Ministry of Education acknowledges the assistance of the University of Cambridge Local Examinations Syndicate (UCLES) in granting permission to use resources and ideas towards the production of these specimen questions,

notably questions 2 and 3.

4040




PAPER 2: MARK SCHEME

4141

DEPTH STUDY A: AFRICA AND WESTERN IMPERIALISM Question 1 1. (a) What impression does this source give of changing British attitudes towards

colonies? Use the source to explain your answer. Level 1 Repeats material stated in the source, no inference(s) made. 1-2 Level 2 Makes valid inference(s) with limited support from the source. 3-5 Level 3 Supports valid inference(s) with reference to the source, e.g. the winds of

change is blowing through this continent, etc. 6-7

(b) How far does Source C support Source B? Explain your answer. Level 1 Unsupported assertions OR simple evaluation. 1 Level 2 Answers based on amount of information in both sources. Simply argues

that Source C support Source B with no justification. 2-3 Level 3 Explains how Source C supports Source B. 4-5 Level 4 Explains how Source C does not support everything in Source B. 6-7

(c) How far do these two sources give similar evidence about support for the

Nationalist movements? Use the sources to explain your answer. Level 1 Unsupported assertions. 1-2 Level 2 Compare surface differences, e.g. both sources give a positive view. 3-5 Level 3 Interpret both sources in a valid way and compares the different messages

of the two sources. 5-7

(d) Were the photographers of these two sources for or against the support of Nationalist Movements? Use the sources to explain your answer. Level 1 Simplistic answer supported by little valid or accurate evidence, e.g. for or

against, etc. 1-2 Level 2 Simplistic answer and supported by some valid evidence even if the

answer is not well organised or contains inaccuracies. 3-4 Level 3 Developed mono-causal as an explanation, e.g. reasons for supporting

nationalist movements. 5-7 Level 4 Developed multi-causal which not only deals with the activities of the

Liberation movements but also the support for the movements. 8-9

4242

(e) In what ways is this source useful to historians of this period? Use the source to explain your answer. Level 1 Simple evaluation of the source based on its type, OR answer based on the

amount of information in the source. 1-2 Level 2 Valid evaluation of the source. At this level candidates think usefulness is

the source as reliability, and judge the usefulness of the source by how reliable it is. 3-4

Level 3 Asks ‘useful for what?’ and makes inferences from the source to show

how it is useful in different ways. 5-7 Level 4 Test source for reliability and utility based on valid evaluation in its

historical context. Candidates at this level understand that the usefulness of a source depends on what you want to find out. 8-9

(f) Which one of these sources do you trust more as evidence that Smith’s government

violated human rights? Use the source to explain your answer. Level 1 Unsupported assertions OR answers failing to use the sources, and based

on contextual knowledge instead. 1-2 Level 2 Answers based on information collected from sources, but failure to use

this to judge relative merits of the sources. 3-4 Level 3 One statement supported by sustained evaluation of sources 5-7 Level 4 Relative merits of statements compared. Answers based on sustained

evaluation of sources. 8-9

(g) “Black Nationalism triumphed in Zimbabwe.” How far do these sources support this view? Explain your answer with reference to the details in each of the sources.

Level 1 Unsupported assertions OR answers failing to use the sources, and based

on contextual knowledge instead. 1-2 Level 2 Answers based on information collected from sources, but failure to use

this for judgemental reasons. 3-5 Level 3 Answers comparing the relative merits of the sources, but this is based on

surfacing from the sources. 6-8 Level 4 One statement supported by evaluation of sources. 9-10 Level 5 Relative merit of sources compared. Answers based on sustained

evaluation of sources. 11-12

4343

DEPTH STUDY B: GERMANY BETWEEN THE WARS

Question 2 2. (a) How far do these two accounts give similar impressions of Hitler? Use the sources

to. Explain your answer. Level 1 Unsupported assertions. 1 Level 2 Explains how both are for OR against Hitler. 2-3 Level 3 Explains how both are for AND against Hitler. 4-5 Level 4 Interprets both sources in a valid way and compares the different messages

of the two sources. 6-7

(b) Which of these sources supports Hitler and which criticises him? Explain your answer, referring to details in each of the sources.

Level 1 Compares / describes surface details of sources. 1 Level 2 Argues it is impossible because of the problematic nature of the sources.

This must be demonstrated using the sources e.g. showing how they differ or how they are biased. 2-4

Level 3 Unsupported but valid assertions. 5-6 Level 4 Explains both sources correctly. 7-8

(c) These two sources disagree about Hitler. Does this mean that one of them must be

wrong? Use the sources and your knowledge to explain your answer. Level 1 Simple evaluation e.g. reliable because first hand or not reliable because

written much later. 1-2 Level 2 Judges sources to be reliable/unreliable because they contains few/lots of

information. Answers must say what this information is. 3-5

Level 3 Uses contextual knowledge or other sources to evaluate what these two

sources say. Contextual knowledge and Or the other sources can be used to check the accuracy of what the sources say. 6-7

Level 4 Uses provenance of sources to evaluate them. Candidates must use their

contextual knowledge to consider how the interests, bias, purpose of the author might affect the reliability of the source e.g. candidates might use their knowledge of the period to expand on the fact that the authors of the sources was involved in the events and would have an interest in it. 8-9

4444

(d) Which source do you trust more as evidence about Hitler? Use the sources and your knowledge to explain your answer. Level 1 Unsupported assertions.

Or answers failing to use the sources, and based on contextual knowledge instead. 1

Level 2 Answers based on information collected from sources, but failure to use

this to judge relative merits of the sources. 2-4 Level 3 Evaluates one source. 5-6 Level 4 Evaluates both sources. 7-8

(e) Why was this picture published in 1932? Use the source and your knowledge to

explain your answer. Level 1 Unsupported assertions, Or description of source. 1 Level 2 Simple evaluation. Candidates at this level do not use knowledge of the

topic to develop their answers e.g. accepts source at face value. 2-4 Level 3 Answer based on evidence from source. Candidates at this level combined

knowledge and evaluation of source to some degree. 5-6 Level 4 Evaluate source by considering motive/audience in context Or by cross-

referencing to other sources. 7-8

(f) Which of these two sources is more useful as evidence of Hitler’s popularity? Use the sources to explain your answer. Level 1 Simple evaluation of the sources based on their type, Or answers based on

the amount of information in the sources. 1 Level 2 Valid evaluation of the sources. At this level candidates think usefulness is

the source as reliability, and judge the usefulness of a source by how reliable it is. 2-4

Level 3 Asks ‘useful for what’, and makes inferences from sources to show how

they are useful in different ways. 5-6 Level 4 Shows how one source is more useful than the other. Candidates at this

level understand that the usefulness of a source depends on what you want to find out. 7-8

4545

(g) Do these sources support the view that Hitler was a great man? Use the sources to explain your answer. Level 1 Fails to base answer on the sources. 1-3 Level 2 Use sources to produce one-sided answer. 4-6 Level 3 Uses sources to explain both sides. 7-10 Level 4 Uses sources to explain both sides with some attempt to evaluate the

sources. 11-12

4646

DEPTH STUDY C: THE UNITED STATES, 1919 – 1974

CIVIL RIGHTS IN POST-WAR USA Question 3 3. (a) How far do Sources A and B agree? Use the sources to explain your answer.

Level 1 Describe sources, Or unsupported assertions. 1-2 Level 2 Answers which interpret one source only and provide a one-sided

comparison. 3-5 Level 3 Gives valid interpretation of both sources and explains that both show how

black Americans was exploited and suppressed. 6-7

(b) This photograph shows white attitudes towards black Americans. How typical were these attitudes of the time? Use the source and your knowledge to explain your answer. Level 1 Surface reading of the source. 1 Level 2 Infers message was that racism and hatred towards blacks was high. 2-4 Level 3 Concentrates on different attitudes of black and white people e.g. poster

shows the whites hatred, and blacks were frightened. 5-6 Level 4 Understands attitudes of racism e.g. whites demonstrating, etc. 7-8

(c) Which of the two sources are more useful as evidence of what happened at the

Central High School at Little Rock in September 1957? Use the sources to explain your answer. Level 1 Unsupported assertions, Or simple evaluation e.g. dismisses Source E as

useless simply because it is a written source. 1-2 Level 2 Evaluates one source for usefulness, but ignores the other source. Here

candidates explain ways in which the source is useful as evidence of public opinion. 3-5

Level 3 Evaluates Source D for usefulness and compares with Source E on basis of

sources represents views of different people. 6-8 Level 4 Evaluates Source D and compares with E on basis of different opinions.

Candidates must use their contextual knowledge to consider how the interests, bias, purpose of the photographer/writer might affect the usefulness of the sources. 9-10

4747

(d) What was the cartoonist showing about black civil rights in the USA? Refer to details in the cartoon in your answer. Level 1 Unsupported assertions, Or answers failing to use the sources, and based

on contextual knowledge instead. 1 Level 2 Answers based on information collected from source, but failure to justify

information. 2-4 Level 3 Valid interpretation, limited support with reference to the cartoon. 5-6 Level 4 Shows good understanding with valid interpretation of source. 7-8

(e) How far does Source H prove that Malcolm X was right in Source G? Use the

sources to explain your answer. Level 1 Unsupported assertions, Or simple evaluation. 1 Level 2 Answers based on amount of information in both sources. Simply argues

that Source H prove that Source G right. 2-4 Level 3 Evaluates one source for evidence, but ignores the other source. Here

candidates explain ways in which Source H provide proof as evidence of public opinion. 5-6

Level 4 Evaluates and compare both sources with regard to prove of Source H –

shows manipulation of public opinion in Source H. 7-8

(f) How far would Malcolm X have thought that Martin Luther King was wrong? Use the sources and your knowledge to explain your answer. Level 1 Compares surface differences e.g. they both stated that Blacks should

‘stand up’ for there rights. 1-2 Level 2 Interpret both sources in a valid way and compares the different massages

in the two sources. 3-5 Level 3 Gives valid interpretation of both sources and explains that both

addressing the same issue, but one have a more radical message than the other. 6-7

(g) In Source J it states, “the problem of race in America is a white problem”. How far

do these sources support this view? Use the sources to explain your answer. Level 1 Fails to base answer on the sources. 1-3 Level 2 Uses sources to produce one-sided answer. 4-6 Level 3 Uses sources to explain both sides. 7-10 Level 4 Uses sources to explain both sides with some attempt to evaluate the

sources. 11-12

The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +64 62 502446 Facsimile: + 64 62 502613 E-mail: [email protected] Website: http://www.nied.edu.na © NIED 2005

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