questions/ marking criteria/commentary on responses · fair response (3/5) question 55 poor...

____________________________________________________________________________________________World History 3201 Grading Standards June 2003

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History 3201/Histoire mondiale 3231Chief Marker’s Report

To view a copy of the exam go to http://www.gov.nl.ca/edu/k12/pub/sample.htm

Pre-Marking Appraisal:

A marking panel decision was made to evaluate performance on item # 58 based solely onstudent use of the document provided. This decision was reached because the curriculum guidedid not necessitate specific coverage of the Palestine Liberation Organization (PLO). Therefore,it was felt that it would be unfair to expect students to bring outside knowledge into theiranswers. The PLO was, however, included on this examination in the context of terrorism, andstudents were given a document to apply to their answers. Although markers did not demandstudents to include information outside that provided in the documents, marks were given whenstudents included such information.

Questions/ Marking Criteria/Commentary on Responses:

When questions involve the use of documents the student answer must reflect the use of both thedocuments as well as the student’s knowledge of the historical concepts.


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Item 51: Using the map and the cartoon provided in Graphic 51 and your own knowledge,explain how the Treaty of Versailles had a political impact and an economicimpact on post-war Germany.

Question 51: 10 marks

Political and economic impact of the Versailles Treaty on post-war Germany.

This is a dual concept (political and economic) question. The following scoring criteria delineates the distribution of 5 marks per concept for a total of 10 marks.

See cells below for suggested references. Other acceptable references were determinedby marking panel.

Use Of Documents

Adequate = 2 political and 2 economic references with little extension; 1 political and 1economic reference with considerable extension.

Limited = 1 political and 1 economic reference with little extension.No or inappropriate = 0 references.

Use Of Own Knowledge

Adequate = 2 political and 2 economic references with little extension; 1 political and 1economic with considerable extension.

Limited = 1 political and 1 economic with little extension.No or inappropriate = 0 references

Cell 1 Use Of Document/s

• Political boundaries changed as Germany lost territory to other countries • Demilitarization of territory• Some territory awarded to Germany by plebiscite• German economy (represented by farmer) under great pressure• Dark economic clouds overhead• Man in suit

Cell 2 Use Of Own Knowledge

• Unfavourable economic and political terms as dictated by the Allies infuriatedand humiliated many Germans (revenge).

• Signing of the Versailles Treaty undermined popular political support for theWeimar Republic.

• Loss of territory resulted in many displaced German people.


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Cell 2 Use Of Own Knowledge (con’t)

• Many demobilized German troops were disgruntled with the Versailles Treatyand gravitated toward extreme right and extreme left wing political groups.

• Possible elaboration on territorial losses indicated in Document 1:(i) N. Schleswig to Denmark(ii) Rhineland demilitarized(iii) Alsace-Lorraine returned to France(iv) Upper Silesia, Posen and Western Prussia to Poland(v) Danzig to become a free city

• Versailles Treaty fueled a propaganda opportunity for political opponents who wished to undermine the Weimar Republic

• France won the right to mine the rich mines of the Saar Basin for 15 years.• Reparations payments were blamed for Germany’s staggering inflation and

economic collapse

Observations:

• Many students did not provide sufficient reference to the documents provided.• Student answers often emphasized the economic rather than the political impact of the

Versailles Treaty on post-war Germany.


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QUESTION 51EXCELLENT RESPONSE (10/10)


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QUESTION 51GOOD RESPONSE (8/10)


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QUESTION 51FAIR RESPONSE (6/10)


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QUESTION 51POOR RESPONSE


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QUESTION 51POOR RESPONSE (3/10)


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Item 52: Using the photo in Graphic 52 and your own knowledge, analyze the economic impact of the Great Depression on the daily lives of citizens.


Analysis of the economic affect the Great Depression had on the daily lives of citizens.

See cells below for suggested references. Other acceptable references to be determinedby marking panel.

Use Of Document/s

Adequate = 2 references with little extension; 1 reference with considerable extension

Limited = 1 reference with little extensionNo or inappropriate = 0 references




Cell 1 Use of Document/s

• Large numbers of unemployed undoubtedly resulting from lay-offs.• Queuing for free coffee and doughnuts as many had to rely on charity for basic

needs.• Disillusionment in people’s faces.• Line-ups exclusively men who dominated the labour force at this time.• Possibly the seeking of companionship from coffee houses and soup kitchens.


• As firms went bankrupt more workers were sacked and forced to the breadlinesand soup kitchens.

• Many lived in shantytowns because they could not afford to pay rent and oftenended up living in cardboard and canvass slums.

• No unemployment benefits available• Social displacement led to homelessness.• Economic pressures often led to family break-ups.• Shareholders became distraught after losing money invested in stocks as well as

money borrowed on margin to buy additional shares in companies.• Poverty/hunger/low morale


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• Increased crime, esp. organized crime, often related to ‘bootlegging’ duringProhibition in the U.S.A.

• Loss of belief in self-reliance and individualism and a looking towardgovernment for relief and intervention in the economy

Observations:

• Misinterpretation of the question often occurred as students often focused on the causesof the Great Depression rather than on addressing its economic impact oncitizens’ lives.

• The document provided was used on a consistent basis.


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QUESTION 52FAIR RESPONSE (2½/5)


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Item 53: Using the following quotes and your own knowledge, explain how the Reign of Nicholas II contributed to the Russian Revolution.

An explanation of how the reign of Tsar Nicholas II contributed to the RussianRevolution.


Use of Documents/s



Use of Own Knowledge



Cell 1 Use Of Document • Lack of education and high levels of illiteracy among the masses• Poverty as indicated by birch-bark shoes• Affluence and wealth of the Tsar and nobility• Support from the Church and the use of the state police to control disgruntled

masses Cell 2 Use Of Own Knowledge

• Nicholas II was a weak man whose opinion was easily swayed. His father said ofhim “…he has infantile judgements.”

• Class system (examples: aristocrats/peasants) was rigid• Peasants worked land for very low pay, and jobs were hard as there was very

little use of machinery to do heavy work. Living conditions were poor andpeasants usually did not own their own land.

• Urban wages (ex. Factory) were low and workers often lived in communalhouses.

• Police state resulted in harsh laws with secret police seeking out possible rebels• “Russification”- policy where tsars decided to stamp out regional identity and

rebels.• Terrible casualties suffered by Russian armies during WWI.


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• Poorly performing Russian economy in both the industrial and agriculturalsectors (Ex. Agricultural production dropped as millions of peasants wereconscripted during the war. This led to shortages.)

• Inflation (Example: prices rose by some 700% between 1914 and 1917.)• Criticism of Nicholas and his family because of their strange relationship with the

unpleasant ‘monk’ Rasputin.• Criticism (esp. by intellectuals) of the absolute power of the Tsar who rejected

most efforts at reform and distrusted the advise of the Duma, the Russianlegislature.

• Discontent over defeat in 1904 Russo-Japanese War• Disillusionment over Bloody Sunday 1905

Observations:

• The word “contribution” used in the question posed a problem for some students whointerpreted the reign of Nicholas II in a positive context.

• Students often focused on the aftermath of the Russian Revolution rather than on thequestion asked.

• Students often confused Tsar Nicholas II with Lenin.


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Item 54: Using the following documents and your own knowledge, assess how the opposing political plans of the Soviet Union and Western powers (United States and Great Britain) affected political developments inEurope during the period 1945 to 1949.


An assessment of the extent to which opposing political plans of the Soviet Union and theWestern powers affected political developments in Europe from 1945 to 1949.


Use Of Document/s

Adequate = 4 references with little extension; 2 references with considerable extension

Limited = 2 references with little extension; 1 reference with considerable extensionNo or inappropriate = 0 references


Adequate = 4 references with little extension; 2 references with considerable extension

Limited = 2 references with little extension; 1 reference with little extensionNo or inappropriate = 0 references


• Self-determination principle of the Atlantic Charter• Restoration of sovereignty. (Especially pertaining to countries formerly occupied

by Germany)• Stalin’s quote esp. as pertaining to Eastern European countries seems to suggest

his determination to ensure this region under communist governments• Stalin’s apparent desire to create a buffer zone of communist satellite countries in

Eastern Europe• The above documents laid the basis for a strained relationship which affected

and/or led to the political developments in Europe as specified in Cell 2.


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• Potsdam Conference July 1945 created tension when Truman demandedimmediate free elections in Eastern Europe countries.

• 4 – Power occupation of Germany• Speeches 1946 (“two hostile camps” and “Iron Curtain”)• Truman Doctrine 1947• Marshall Plan 1947• Berlin Blockade/Airlift 1948• Formation of NATO 1949

Observations:

• Use of 4 documents resulted in some students being preoccupied with using thedocuments in their answers and neglected to use much in the way of their ownknowledge.

• When referring to outside knowledge, students often referenced Cold War events thatoccurred in the post-1949 period rather than events occurring in the period from 1945 to1949.



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Item 55: Using your own knowledge and the following sources, explain how relationshipsbetween the Soviet Union and the Western powers led to an escalation oftensions between 1946 to 1989.


An explanation of how relationships between the Soviet Union and the Western powersled to an escalation of tensions from 1946 to 1989.

See cells for suggested references. Other acceptable references to be determined bymarking panel.

Use Of Document(s)






Note: The use of the words “relationships” and “tensions” in the question might result ina wide variety of events referred to in student answers cited within the context of a verystrained and competitive Cold War relationship over a 39 year period.


• Churchill’s statement that only from a position of military might would theWestern powers gain respect from the Soviet Union. Military might was seen ascrucial to Western opposition to the spread of communism.

• Perhaps Churchill’s reference to “…Russian friends and Allies during the war…”infers that they must now be seen as foes.

• Chronological proliferation of nuclear weapons between 1950 and 1989 signalsthe existence of an American-Soviet arms race.


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• “two hostile camps”/ “Iron Curtain” speeches• Containment Policy proposed by George Kennan 1946• Truman Doctrine 1947• Marshall Plan 1947• Molotov Plan/Communist Information Bureau (Cominform) 1947 • Berlin Blockade – Airlift 1948-49• Council for Mutual Economic Assistance (Comecom) 1949• Soviets detonate their first atomic bomb 1949• Concept of deterrence based on strong military force• NATO 1949• West and East Germanys created out of former occupational zones• Korean War 1950-53• Warsaw Pact 1955• Soviets launch Sputnik signaling space race 1957• 1961 Soviet Yuri Gagarin first man in space• Berlin Wall 1961• Bay of Pigs 1960• Cuban Missile Crisis 1962• Vietnam War• Soviet invasion of Afghanistan 1979• Ronald Reagan’s “Star Wars” retreats from détente and signals return to Cold

War 1980s

Note: The spirit of glasnost and perestroika which led to the end of the Cold War andthe collapse of communism in the Soviet Union and Eastern Europe should not beaccepted in student answers, as these developments did not lead to escalation ortension in Soviet-Western relations.

Observation:

• Students often neglected to either reference the first document or bring in much in theway of their own knowledge


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QUESTION 55FAIR RESPONSE (2.5/5)



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Item 56: Using your knowledge and the map in Graphic 56, describe the Korean problem (1950-1953) and the UN response to it.


An description of the Korean problem (1950 to 1953) and a factual account of how theUN responded.

See cells for suggested references. Other acceptable references to be determined bymarking panel.

Use Of Document/s






Cell 1 Use Of Document

• June 1950 communist North Korea crossed the 38th parallel capturing much of theremaining Korean peninsula (South Korea).

• North Korean invasion precipitated a United Nations intervention.


• Due to historical involvement in and close proximity to Korea, China and Russiabecame alarmed at developments.

• After WWII Korea was divided with the Russians moving into the North to takethe Japanese surrender and the Americans into the South eventually leading in1948 to the creations of the Republic of Korea (South-non-communist) and theDemocratic People’s Republic (North-communist). Relations were hostile.

• After invading the South, North Korea did not anticipate the swift United Statesdecision to support South Korea as part of the American containment policy.

• Soviet Boycott of the United Nations Security Council enabled the U.S.A. toorchestrate U.N. intervention.

• China, (Mao Tse Tung) fearing West might not stop in Korea and decide to crossthe Yalu River into China to overthrow his communist regime, dispatched850 000 troops to China’s Korean border.


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• After United Nations forces drove deep into North Korea, China militarilyintervened heightening the crisis. Although U.S. General MacArthur urged theuse of atomic bombs against China thereby risking nuclear war, PresidentTruman rejected the idea and a ceasefire was arranged.

• The Korean problem continued to be problematic with no peace treaty, a hostileand heavily defended border and, technically, a continued state of war.

Observation:

• This item showed evidence of student confusion of information and knowledge.Example: Many students wrongly identified South Korea as communist and North

Korea as non-communist.

• Many students showed a lack of understanding of the role of the United Nations.


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Item 57: Describe the impact that apartheid had on the political system in South Africa.


A description (i.e., factual account) of the impact of apartheid on the political system inSouth Africa.

See cell below for suggested references. Other acceptable references to be determined bymarking panel.



Limited = 1 reference with little extensionNo or inappropriate = 0


• Barring of nonwhites from voting in national elections• Calls for passive resistance (peaceful political change) by the African National

Congress (ANC) 1952 • Political system under political and moral pressure from outside world• Establishment of homelands called Bantustans (inferior land) for self-government• Throughout 1960s and 1970s government defense of apartheid became

increasingly violent as nationalist groups like African National Congress (ANC)used non-violent means of resistance (boycotts, demonstrations, strikes, etc.)Black nationalist organizations were banned and their leaders were arrested andimprisoned (Nelson Mandella)

• With ban on nationalist organizations, resistance groups set up headquarters inneighbouring countries to launch violent attacks against the political system

• 1970s and 1980s saw continued political unrest as violence escalated withhundreds killed during clashes with police and army forces (example Soweto1976).

• 1985 P.W. Botha declared a state of emergency giving police sweeping powersto go after black nationalist activists

• Growing unrest over apartheid affected the political system by eventually leadingto greater equality and democracy through a reform movement. President F.W.deKlerk introduced legislation repealing many apartheid restrictions andultimately leading to country’s first democratic elections with equal votingprivileges.

• Whites fearing deKlerk’s reforms and rival black groups instigated further unrest,violence and bloodshed.


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• Students can list/describe various apartheid laws/policies to satisfy requirementsof this question. Examples might include: (i) Tightening up of pre-war ‘pass laws’ in 1956(ii) Bantu Self-Government act 1959

Note: 1994 saw the ANC elected as governing party with Nelson Mandella elected asthe new president. Apartheid no longer existed.

Observations:

• Students often expressed a general knowledge of apartheid and tried to incorporate thisknowledge into their answers whether or not the information was relevant to the question.

• There was some student confusion as to the historical origin of apartheid as manyassociated it with British colonial policy.


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Item 58: Using the document below and your own knowledge, explain the strategy the PLO adopted to achieve its main goal.


An account of the makeup or nature of the strategy the PLO adopted to achieve its maingoal.

See cells for acceptable references. Other acceptable references to be determined bymarking panel.

Use Of Document(s)

Adequate = 2 references with little discussion; 1 reference with considerable discussion

Limited = 1 reference with little discussionNo or inappropriate = 0




Cell 1 Use Of Document

• Armed struggle (war)• Commando assaults • Mobilization of the spiritual/moral will of Palestinian people• Revolution and all that this concept might encompass


• Use of refugee camps as bases from which to launch raids against Israel• Intifadah (violent demonstrations) esp. in Occupied Territories like Gaza and the

West Bank (examples: Use of bombs, sling shots and the hurling of rocks, etc.)• Support for other opposition groups toward Israel (example-Hamas)• Palestinian militias• Jihad (religious holy war)• High Arab birth rate inside Israel and Occupied Territories

Observation:

• A number of students did not attempt to answer this question. Those who did, however,generally did a good job.


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QUESTION 58GOOD RESPONSE


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General Comments:

• Histoire mondiale 3231 students did not seem to have difficulty reading andunderstanding the questions on the exam. The language translation does not appear tohave been a problem.

• Ideally a little more balance in student answers between usage of documents andknowledge would be desirable.


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WORLD HISTORY 3201 PART 1

SELECTED - RESPONSE ITEM ANALYSIS

Item

Responses

Multiple Answersor No Response A B C D

% % % % %

1. Correct answer is D 0.2 13.3 14.8 9.4 62.4

2. Correct answer is C 0.1 1.1 10 87.1 1.7

3. Correct answer is A 0.0 83.1 3.3 13.1 0.4

4. Correct answer is B 0.3 9.2 72 7.3 11.2





9. Correct answer is B 0.3 48.6 30 11.1 10


11. Correct answer is B 0.1 16.3 77.1 3.8 2.7

12. Correct answer is A 0.0 77.9 10.6 7 4.5

13. Correct answer is C 0.1 16 24.9 37.1 22

14. Correct answer is C 0.4 6.3 12.7 55.3 25.3








22. Correct answer is C 0. 21.6 14.5 56.8 6.9

Item

Responses


% % % % %


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25. Correct answer is C 0.2 16.2 18.7 55.8 9


27. Correct answer is C 0.1 10.4 2. 83.9 3.6


29. Correct answer is A 0.1 48.1 20 21.9 9.9


31. Correct answer is A 0.0 74.6 3.6 17.8 4

32. Correct answer is B 0.2 10.3 64.4 7.1 18




36. Correct answer is B 0.0 1 59.3 22.6 17.1


38. Correct answer is B 0.2 10 71.8 15.4 2.5










Item

Responses


% % % % %


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49. Correct answer is D 1.1 46.9 18.1 11 23

50. Correct answer is A 0.7 64 7.5 20.4 7.5

WORLD HISTORY 3201 PART 11

CONSTRUCTED - RESPONSE ANSWERS ITEM ANALYSIS

Item Students

CompletingItem

Value Average Average %Per Item

PART II - Do ALL questions in this section

51 1231 10 5.8 58.4

52 1231 5 3.2 64.1

53 1231 5 2.1 42.5

54 1231 10 4.1 41.3

55 1231 5 2.7 54.3

56 1231 5 2.4 48.6

57 1231 5 2.4 47.2

58 1231 5 3.3 65.2


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HISTOIRE MONDIALE 3231PART 1

SELECTED - RESPONSE ITEM ANALYSIS

Item

Responses


% % % % %

1. Correct answer is D 0.0 17.5 13.7 5.8 63

2. Correct answer is C 0.0 1.4 7.9 89 1.7



5. Correct answer is D 0.0 1.7 0.3 1 96.9






11. Correct answer is B 0.0 19.5 75 1 4.5


13. Correct answer is C 1 12.7 25.3 41.4 19.5

14. Correct answer is C 0.3 4.1 11.3 50 34.2






20. Correct answer is D 0.0 1 0.7 0.7 97.6


22. Correct answer is C 0.0 13 18.2 59.6 9.2

Item

Responses


% % % % %


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37. Correct answer is A 0.7 60.6 5.5 19.2 14


39. Correct answer is C 0.0 17.8 11 60.3 11


41. Correct answer is A 1 66.1 9.2 14 9.6


43. Correct answer is C 2.1 6.8 2.4 62.7 26





Item

Responses


% % % % %


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50. Correct answer is A 1 55.1 6.5 24.7 12.7

HISTOIRE MONDIALE 3231PART 11

CONSTRUCTED - RESPONSE ANSWERS ITEM ANALYSIS

Item Students

CompletingItem

Value Average Average %Per Item

PART II - Do ALL questions in this section

51 292 10 6.0 59.7

52 292 5 3.6 72.5

53 292 5 3.1 62.3

54 292 10 4.9 48.7

55 292 5 3.3 66.0

56 292 5 2.7 54.7

57 292 5 2.7 54.0

58 292 5 3.5 69.7


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World History 3201 School Marks

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World History 3201 School Marks

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World History 3201 Combibed

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100

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Histoire mondiale 3231 School Marks

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Histoire mondiale 3231 Exam Marks

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Histoire mondiale 3231 Combined

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Histoire mondiale 3231 Subtest Scores

71.20

62.2463.82

60.8758.33

69.72

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Le tournant du siècle La Première Guerremondiale (1914-1918)

Les changements etdéfis

La Seconde Gueeremondiale (1939-1945)

L’émergence dunouvel ordre mondial

Histoire en devenir

Subt

est S

core

History 3201 Subtest Scores

66.3063.04

57.68 57.4253.55

64.9

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

Turn of

the C

entur

y

World

War

I

Change

s and

Cha

lleng

es (in

terwar

perio

d)

World

War

II

Emergen

ce of

New

World

Orde

r

History

in th

e Mak

ing

Subt

est S

core