AS-Level History Unit 1 Specimen and Markscheme

GCE
Edexcel Advanced Subsidiary GCE

in History (8264)
Unit 6521
First examination 2007
Issue 5 September 2005
Specimen Papers with Mark Schemes

Edexcel AS/A GCE in History
Unit 6521
Paper Reference(s)
6521 Papers 1A/1B/1C/1D/1E/1F/1G

Edexcel GCE
History
Advanced Subsidiary
Unit 1
Sample Assessment Material
Time: 1 hour
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Look at page 2 to find the page of the paper for which you have been entered. Turn directly to that
paper, read the sources carefully, and answer BOTH part (a) and part (b) of the Question.
Write your answers in the answer book. Additional answer sheets may be used.
Information for Candidates

There are 16 pages in this question paper.
The total mark for this paper is 60. The marks for the various parts of questions are shown in round
brackets, e.g. (20).
The paper comprises a set of sources and a series of questions. Where you are directed to study
certain sources, you must refer to those sources in your answer(s).
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R00417 - Specimen Paper with Mark Scheme - Edexcel GCE History Unit 6521 - Issue 5 - September 2005 3
Answer the ONE Paper for which you have been entered.
Paper Title Page
1A Securing the Tudor Dynasty: the Reign of Henry VII ....................................................3
1B The World Turned Upside Down: Monarchy and Republic in England, 1642–53 .........5
1C Poverty and the British State, c.1815–50 ........................................................................7
1D Votes for Women, c.1880–1918 .......................................................................................9
1E Russia in Revolution, 1905–17 ......................................................................................11
1F The Seeds of Evil: the Rise of National Socialism in Germany to 1933 ......................13
1G Boom and Bust: Economy and Society in the USA, 1917–33 .....................................15
6521A - Paper 1A
Securing the Tudor Dynasty: the Reign of Henry VII

Study Sources 1–5 below and answer Question 1, parts (a) and (b) which follow.
SOURCE 1
Line (From Polydore Vergil, History of England, written 1513. Here Vergil is writing about the year
1491)
1 King Henry was clever and careful. No one could get the better of him by lies or cunning. He
was gracious and kind; he was attentive to his visitors and easy to approach. He treated severely
subjects who were indebted to him, or who did not pay him due honour, or who were generous
only with promises. He valued justice above all things, and so he vigorously punished violence,
5 manslaughter and every other kind of wickedness. But all these virtues were hidden by his greed.
In a monarch, this is the worst vice, since it is harmful to everyone, and distorts those qualities of
trustfulness, justice and honesty by which the state must be governed.
SOURCE 2
(Part of a letter written September 1496, from the Milanese ambassador in England to the
government in Milan)
Everything goes well with the king, especially as he has an immense fortune in his treasury. All
the nobles of the realm know the royal wisdom, and either fear him or bear him in extraordinary
10 affection. Not a man of important rank joins the Duke of York. The state of the realm is in the
hands of the nobles, not the people.
SOURCE 3
(Part of a letter written by a merchant, Giovanni de Bebulcho to the government of Milan. The
letter records a conversation he had with a Florentine merchant who had recently arrived in the
city of Bruges from England in July 1496.)
I asked him about English affairs. He said that the king is more feared than loved, and this was
because of his greed. I asked who had influence with the king. He said there was only one who
can do anything, and he is named Reginald Bray, who controls the king’s treasure. The king is
15 very powerful in money, but if some lord of the blood royal rose against him and he had to take
to the battlefield, he would fare badly. His people would abandon him because of his greed. They
would treat him as they did King Richard, whom they abandoned.
SOURCE 4
(From Henry VII’s funeral oration, made by John Fisher, the Bishop of Rochester in 1509)
His people were in as humble subjection to him as ever they were to any king. His land was held
in peace and tranquillity. His success in battle against his enemies was marvellous; his dealing in
20 times of perils and dangers was cold and firm. If any treason was conspired against him, it ended
well for him. His treasure and riches were incomparable. His buildings were most goodly and after
the newest style that gave great pleasure.
SOURCE 5
(From Caroline Rogers, Henry VII, published 1991)
So Henry never felt entirely secure on his throne. Even after the capture of Edmund de la Pole
in 1506, his brother, Richard, was still roaming Europe, although with little success. The King’s
25 only direct male heir (after 1502) was the young Prince Henry. He faced rebellions from his
own subjects over demands for money which showed that he could only rely on their loyalty
to a limited extent. The challenge from the former Yorkists, particularly the Earl of Suffolk was
unnerving especially after they had sworn loyalty to the new regime. Worse still was the threat
from the pretenders, Simnel and Warbeck, because of their entanglement with foreign powers and
30 the consequent fear of invasion.
Question 1 (Maximum marks)
(a) Study Sources 1, 2 and 3.

How far do these three sources support the view that Henry VII’s control was weakened by his
greed?
(20)
(b) Use Sources 4 and 5 and your own knowledge.

Do you agree with the view that Henry VII was never entirely secure on the throne?
Explain your answer using these two sources and your own knowledge.
(40)
(Total for Question 1: 60 marks)

TOTAL FOR PAPER 1A: 60 MARKS
6521B - Paper 1B
The World Turned Upside Down: Monarchy and Republic in England, 1642–53
SOURCE 1
Line (A description of Charles I from the Memoirs of his adviser, Edward Hyde, later Lord Clarendon.
They were written when Hyde was in exile, after the Civil Wars.)
1 He was not only a prince of admirable virtue, but also had great wisdom and judgement; and the
worst of his misfortunes proceeded chiefly from the modesty of his nature, which kept him from
trusting himself enough, and made him believe that others knew better, who were much inferior
to him; and so to take the advice of more unskilled men, whose affections he believed to be
5 unquestionable to his service.
SOURCE 2
(From an entry made in Latin in the Diary of William Laud, recording an early meeting with
Charles I.)
Sunday [1 February 1624] I stood by the most illustrious Prince Charles at dinner. He was then
very merry… Among other things he said that if he had to take any particular profession of life,
he could not be a lawyer; adding his reasons. ‘I cannot’ saith he, ‘defend a bad nor yield in a good
cause.’ May you ever hold this resolution Sire.
SOURCE 3
(From a letter written by Charles I on the eve of his execution in January 1649, to his son and heir,
Charles, giving him a father’s advice on how to govern.)
10 The next main pillar on which your success as king will depend, is civil justice, and the settled
laws of these kingdoms are the most excellent rules you can govern by… Nor would I have you
entertain any aversion or dislike of Parliaments, which, in their right form, will never hinder
or diminish your greatness, but will rather be an interchanging of love, loyalty and confidence
between a prince and his people.
SOURCE 4
(From John Lilburne’s pamphlet, The Free-man’s Freedom Vindicated, published 1646)
15 All men and women are by nature equal and alike in power, dignity, authority and Majesty. None
of them has by nature any authority over or above another. It is unnatural, irrational, sinful, and
wicked for any man to take and assume unto himself a power and authority to rule, govern or reign
over any sort of men in the world, without their free consent.
SOURCE 5
(From G.E. Aylmer, Rebellion or Revolution, published 1986)
There was a popular dimension to the English Revolution. At times, especially in 1640-2, mass
20 involvement played a crucial part in the course of political events. There was a slight but real
threat, and a much greater imagined one, that there would be a popular rising or attempted take-
over in 1647 and 1649; but there was at no time a radical revolution on the brink of success. If
Rainsborough and Lilburne wanted to be revolutionary leaders they needed control of the Army.
Their only opportunity was in 1647; they did not take it, and the opportunity did not come again.
SOURCE 6
(From Angela Anderson, The Civil Wars, published 1995)
25 The emergence of radicalism during the war was hugely important. Once a minority had begun to
challenge the authority of the Church, and to question the role of the state in religion, issues were
raised that could not simply be ignored. The political and social claims of the Levellers could be
contained with relative ease, but religious enthusiasm was a more dangerous force, that cut across
class barriers and created a new and potentially revolutionary element – a politicized army.
Question 2
(Maximum marks)

How far do these three sources suggest that Charles I possessed great wisdom and judgement?
(20)
(b) Use Sources 4, 5 and 6 and your own knowledge.

Do you agree with the view expressed in Source 5 (line 22) that ‘there was at no time a radical
revolution on the brink of success’?
Explain your answer using these three sources and your own knowledge.
(40)

TOTAL MARKS FOR PAPER 1B: 60 MARKS
6521C - Paper 1C
Poverty and the British State, c.1815–50

SOURCE 1
Line (Evidence given to the Royal Commission on the Poor Laws by Assistant Commissioner
S Walcott and published in the Report from the Royal Commission 1834. Walcott was responsible
for North Wales.)
1 As a body, I found annual overseers wholly incompetent to discharge the duties of their office,
either from the interference of private occupations, or from a lack of experience and skill; but
most frequently from both these causes. Their object is to get through the year with as little
unpopularity and trouble as possible.
SOURCE 2
(From Edwin Chadwick, An Article on the Principles and Progress of the Poor Law Amendment
Act, published 1837)
5 When the overseers of Uckfield in Sussex met to set a rate for the winter half year of 1836, they
found that instead of a 5s or 6s rate, a rate of 1s 6d would be enough. In addition, they controlled
two workhouses for able-bodied men who were out of work, with regular hours, regular diet, no
beer, no tobacco, and strict supervision that provided monotonous work picking oakum.
SOURCE 3
(Evidence given by Langham Rokesby, Chairman of the Market Harborough Union, to the Poor
Law Commissioners and published in their second Annual Report 1836)
Persons who never could be made to work before have become good labourers, and do not
10 express any dissatisfaction with the measure*. In most parishes, the moral character of the poor
is improving; there is a disposition to be more orderly and well behaved. So far as I can judge,
the measure is working out very satisfactorily. The great body of the labouring poor throughout
the union have become reconciled to it; the workhouse is held in great dread; there is a greater
disposition to seek for employment, there are very few complaints of misbehaviour, and cases of
15 bastardy are on the decline.
*The Poor Law Amendment Act 1834
SOURCE 4
(From Friedrich Engels, The Condition of the Working Class in England in 1844, published 1845.
Friedrich Engels was a German Socialist. He lived in England for most of his adult life, working
in his father’s cotton factory in Manchester and writing political books and pamphlets.)
The regulations for the new workhouses frighten away everyone who has the slightest prospect
of living without this form of relief. The workhouse has been made a repulsive place in order to
make people apply for relief only when they are in extreme need. The food is worse than that of
the most ill-paid working man outside the workhouse, and the work is harder. This is to prevent
20 the poor from preferring the workhouse to work outside.
SOURCE 5
(From Norman Longmate, The Workhouse, published 1974)
As, in one part of the country after another, the workhouses opened their doors, hostility to the
new system became vocal and widespread. The reason why the workhouse survived, though
abused on all sides, was plain. With no working class MPs in the House of Commons, popular
opposition to the Poor Law Amendment Act was grossly under-represented in Parliament.
25 By 1837, hostility in the country to the new Poor Law was growing in strength rather than
diminishing. Yet, when in February 1838, a motion to repeal it was debated in the Commons,
MPs defeated it by a majority of 309 to 17.
Question 3
(Maximum marks)

How far do these three sources support the view that the Old Poor Law was reformed mainly in
order to save money?
(20)

Do you agree with the view, expressed in Source 3 (line 12), that the Poor Law Amendment Act
was ‘working out very satisfactorily’ in the years after 1834?
(40)
TOTAL MARKS FOR PAPER 1C: 60 MARKS
6521D - Paper 1D
Votes for Women c.1880–1918

SOURCE 1
Line (From a song, ‘The March of the Women’, composed by Ethel Smyth in 1911 and dedicated to the
Women’s Social and Political Union. The suffragettes adopted it as their marching song.)
1 Long, long – we in the past

Cowered in dread from the light of heaven,
Strong, strong – stand we at last
Fearless in faith and with sight new given.
5 Strength with its beauty, Life with its duty
These, these – beckon us on!
SOURCE 2
(From Christabel Pankhurst, published in the first edition of Votes for Women in October 1907)
If you have any pettiness or personal ambition, you must leave that behind before you come
to this movement that is dedicated to one end: the immediate gaining of the vote for women.
There must be no conspiracies, no double dealing in our ranks. The founders and leaders of the
10 movement must lead, the officers must carry out their instructions, the rank and file must loyally
share burdens of the fight. There is no compulsion to come into our ranks, but those who come
must be as soldiers ready to march onwards into battle.
SOURCE 3
(From Teresa Billington-Greig, The Militant Suffragette Movement – Emancipation in a Hurry
published 1911)
I believed in it, worked in it, suffered in it and rejoiced in it, and I have been disillusioned. I do not
believe any more in votes for women as a cure for all evils. I do not believe that every principle
15 should be sacrificed to the immediate goal of female suffrage. I condemn the militant suffrage
movement and I want to expose the tone and tactics of the WSPU. The crime of the militant
suffrage movement in my eyes is hypocrisy. This woman’s movement displays rebellion in its
public actions while it belittles and abuses rebellion when it occurs within its own ranks.
SOURCE 4
(Part of a speech made by Herbert Asquith in the House of Commons, 1917)
But what concerns me is the problem of reconstruction when the War is over. Questions will
20 arise with regard to women’s work and women’s roles and I find it impossible to withhold from
women, the power and the right of making their voices heard. And let me add that, since the War
began, now nearly three years ago, we have had no recurrence of the detestable campaign which
disfigured the history of political agitation in this country.
SOURCE 5
(From a letter written from Lord Selborne to Lord Salisbury on 25 August 1916. They were two
leading Conservative politicians)
Personally, I think it would be most unjust to women and dangerous to State to enfranchise the
25 adult fighting men and no women. Dangerous, because I firmly believe in the steadying influence
of the women voters in essentials and in the long run. Unjust to women because I believe that the
interests of working women would be ruthlessly sacrificed.
SOURCE 6
(From B. Harrison, The First World War and Feminism in Britain, published in History Review
1993)
In some ways, the war actually obstructed votes for women. First, the war seemed to confirm
the ‘Anti’s’ physical force argument – the idea that men and women had separate roles because
30 women are, on average, physically weaker than men. Although many women serving in the
Armed Forces were extremely brave, they did not experience the horrors of the front line. The
separation of role was also reinforced by geography, with many men across the Channel while
most women stayed at home. Second, the war weakened the suffragist movement. It pushed all
peacetime problems down the political agenda.
Question 4
(Maximum marks)

How far do these three sources suggest that the WSPU was a united movement?
(20)

Do you agree with the view that the First World War hindered, rather than helped, the cause of
female suffrage?
(40)
TOTAL MARKS FOR PAPER 1D: 60 MARKS
6521E - Paper 1E
Russia in Revolution, 1905–17
SOURCE 1
Line (From Nicolai Tolstoy, The Open Address to Nicholas II, published 1902. Here he describes
conditions in Russia in the early 20th century.)
The rural population grow even more poor. On these 10 million people is the power of Russia
based, and yet famine is their normal condition. All classes are dissatisfied with the government
and are openly hostile to it. Autocracy is an hopelessly outdated form of government. That is why
it is impossible to maintain this form of government except by violence.
SOURCE 2
(The views of a senior Russian official about the situation in Russia in the early twentieth century,
published 1904)
5 The end will be that terror from above will awaken the terror from below, that peasant revolts will
break out and assassinations will increase.
Having said that, we are a rich country with all possible resources. We are simply ill-governed and
prevented from unlocking our resources.
SOURCE 3
(From the Petition of the Workers of St. Petersburg taken from the Winter Palace on Sunday 9
January 1905 [Bloody Sunday])
We ask for the reduction of the working day to eight hours, the fixing of the wage rates in
10 consultation with us, the investigation of our grievances against factory managements, an increase
in the daily rate for skilled men and women to one rouble. Neither we nor the rest of the Russian
people enjoy a single human right, nor the right to speak or to think or to meet together to discuss
our needs.
SOURCE 4
(From a letter written by Guchkov, the Minister for War in the first Provisional Government, to
General Alexeyevon on 9 March 1917)
The Provisional Government has no real force that it can use. Its decrees are carried out only to
15 the extent that is permitted by the Soviet of Workers’ and Soldiers’ Deputies. The Petrograd Soviet
has in its hands the most important elements of real power, such as the army, the railways, the
post and telegraphs.
SOURCE 5
(From an account written by Theodore Dan, a leading Menshevik. The account was written and
published some years after the events took place.)
The defence of the country whilst awaiting a general democratic peace made it necessary to
keep a multi-million army in fighting condition. Care had to be taken to avoid anything that
20 might disorganise this army. Agricultural reform, therefore, was postponed until the constituent
assembly was summoned. If there had been a revolutionary seizure of land and division of estates,
millions of peasant soldiers would have deserted from the Front so as to be on the spot when the
land was divided.
SOURCE 6
(From Steve Phillips, Lenin and the Russian Revolution, published 2000)
From the start, the Provisional Government had lacked both support and authority. Its attempts
25 to pursue a moderate line were perhaps undermined by the lack of a substantial middle class in
Russia, but it could have done more to gain support from the conservative elements or even from
the moderate Left. Instead, it tended to alienate both groups and as a result was left isolated. The
decision to continue the war was perhaps the crucial factor, sapping the strength and diverting the
energies of a government whose hold on power was tenuous in the first place.
Question 5
(Maximum marks)
(a) Study Source 1, 2 and 3.

How far do these three sources suggest that the chief cause of discontent within the Russian Empire
in the early twentieth century was that it was ill-governed?
(20)

Do you agree with the view that the continuation of Russia’s involvement in the First World War
was the main reason for the failure of the Provisional Government?
(40)
TOTAL FOR PAPER 1E: 60 MARKS
6521F - Paper 1F
The Seeds of Evil: the Rise of National Socialism in Germany to 1933
SOURCE 1
Line (A German worker explains why, in 1922, he left the Communist Party and joined the NSDAP.
From ‘Germany’s Hitler’, a collection of interviews with former Nazis, published in the USA
1934.)
1 Everything Hitler said was just common sense and sound. Although I wasn’t one to be won over
all in a moment, it didn’t take me longer than the first meeting to realise that Hitler was straight
as a die.
I went to every one of his meetings after that. Bit by bit he won me round. He knocked the
5 Communist out of me – all about the world revolution to put the world right, and hot air like
that. Instead of prophecies and far-off visions, in National Socialism he gave us a good working
scheme of things we could get busy on right away.
SOURCE 2
(From a confidential report on the NSDAP by the Reich Ministry of the Interior, 15 July 1927)
In spite of the Nazis’ well-prepared and thoroughly organised propaganda, their successes remain
very modest. This is a Party that is not going anywhere. Today it is a numerically insignificant
10 revolutionary group that is incapable of exerting any noticeable influence on our great mass of the
population, or on the course of political developments.
SOURCE 3
(An unemployed graduate explains why, in 1925, he joined the NSDAP and remained a party
member into the 1930s)
Just then, I was introduced to Hitler. Life for me then took on a tremendous new significance. After
everything, Germany would rise again; after everything I was wanted. I have since committed
myself body, soul and spirit to this movement for the resurrection of Germany. I can only tell you
15 that I cannot go back. I cannot question. I am pledged, I beg you not to try to set up conflict in my
mind. Believe me, I cannot face uncertainty and conflict again. For me, Hitler and the resurrection
of Germany on one side, or suicide on the other. I have chosen Hitler.
SOURCE 4
(From an account by Otto Meissner, State Secretary in Hindeburg’s office, made to the Nuremberg
Tribunal after the Second World War)
Despite Papen’s persuasions, Hindeburg was extremely hesitant, until the end of January,
to make Hitler Chancellor. Papen finally won him over to Hitler with the argument that the
20 representatives of the other right wing parties which would belong to the government would
restrict Hitler’s freedom of action. In addition Papen expressed his misgivings that, if the present
opportunity were missed, a revolt of the national socialists and civil war were likely.
SOURCE 5
(From Ian Kershaw, Hitler, 1889-1936 Hubris, published 1998)
On the nationalist-conservative Right, the relatively sympathetic treatment of Hitler at the time
of the Young Plan Campaign had given way to hostility. Hitler was portrayed for the most part as
25 intransigent and irresponsible, not a statesman, an obstacle to political recovery, the head of an
extremist movement with menacing socialist tendencies. Against these negative images had to be
set the adulation of the third of the population that, despite the setbacks of summer and autumn
1932, still saw in Hitler the only hope for Germany’s future. More than 13.5 million had voted for
Hitler in the July election. They were all potential or real devotees of the Fuhrer cult.
Question 6
(Maximum marks)

How far do these three sources support the view that the NSDAP was incapable of exerting any
noticeable influence on the German people in the 1920s?
(20)

Do you agree with the view that until the end of January 1933 it was by no means certain that Hitler
would come to power?
(40)
TOTAL FOR PAPER 1F: 60 MARKS
6521G - Paper 1G
Boom and Bust: Economy and Society in the USA, 1917–33
SOURCE 1
Line (From Andre Siegfried, America Comes of Age published 1927. Andre Siegfried was a French
historian who researched and wrote about the history of several countries.)
1 In America the daily life of the majority is lived on a scale enjoyed by the privileged classes
elsewhere. In 1925, for example, there were 15 telephone subscribers for every 100 inhabitants
as compared with 2 in Europe. Wireless is rapidly winning a similar position for itself, for even
in 1924, the farmers alone possessed over 550,000 radios. The US owns over 81% of all the
5 automobiles in existence, or one for every 5.6 people.
SOURCE 2
(From an article published in a black American newspaper in 1921)
Look around your cabin, look at the dirt floor and the windows without glass! Then ask your folks
already up north about the bathrooms with hot and cold water, the steam heat and the glistening
hardwood floors which down home you only see when you polish them. What chance has the
average black to get these things down home? And if he does get them how can he be sure but
10 that some poor cracker* will get his gang together and come round and drive him out? Step on a
train and ride for a day and a night to freedom. Your nickel is worth as much as the other fellow’s
nickel in the streetcars and you sit wherever you desire a seat.
*cracker = white man
SOURCE 3
(Part of the last statement made by Bartolomeo Vanzetti in 1927 to the court where his appeal
against the death sentence was rejected. He and Sacco were found guilty of murder in 1920)
We were tried during a time that has now passed into history. I mean by that, when there was
hysteria of resentment and hate against people of our principles, against the foreigner, against
15 slackers, it seems to me that you have done all you can to prejudice the jury against us. I am
suffering because I am a radical and indeed I am a radical; I have suffered because I was Italian.
SOURCE 4
(From Alistair Cooke, America, published 1976. He came to the United States from England in
the early 1930s.)
Within three months of the Crash, men who worked in big factories, small men who had merrily
played the market, were warming their hands before scrap wood fires in the underpass beneath the
Chicago Opera House. There were skyscrapers just finished that lacked tenants. A secretary was
20 a ridiculous luxury. There were truckers with nothing to truck, crops that went unharvested and
milk that went undelivered. Somebody had to take the blame, and it fell on Coolidge’s unlucky
successor, President Herbert Hoover, a world-famous engineer who had done mighty work ten
years earlier organising the feeding of starving Europe.
SOURCE 5
(From Peter Clements, Prosperity, Depression and the New Deal, published 1997)
The setting up of the Reconstruction Finance Corporation in January 1932 was undoubtedly
25 Hoover’s most radical measure to combat the Depression. However, many critics saw the RFC
as giving direct relief to large concerns while none was offered to individuals in distress. In the
summer of 1932 Hoover finally agreed to support the Emergency Relief and Construction Act,
which authorised the Reconstruction Finance Corporation to lend up to $1.5 billion to states to
finance public works. However, to be eligible, the states had to declare virtual bankruptcy and the
30 works undertaken had to produce revenues which would eventually pay off the loans.
In the end the RFC produced too little far too late.
Question 7
(Maximum marks)

How far do these three sources support the view that the USA was the land of opportunity?
(20)

Do you agree with the view that President Hoover’s government has been unfairly blamed for the
US economy’s failure to recover from the Crash of 1929?
(40)

TOTAL FOR PAPER 1G: 60 MARKS
END
GCE History Mark Schemes
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criteria. This should be done in conjunction with the levels of response indicated in the
mark schemes for particular questions.
At the end of each answer, examiners should look back on the answers as a whole in the
light of these general criteria in order to ensure that the total mark reflects their overall
impression of the answer's worth.
Maps and diagrams drawn by candidates
A map or diagram which relates directly to the set question, which is substantially accurate and
which suggests (e.g. by location of places and boundaries) firmer historical understanding of the
subject matter than is shown by the candidate's written work alone should receive credit.
Analytical links indicated in such a way in a final hurried part of an answer should be given
credit.
Ccandidates should not be penalised for using note form. If you encounter the use of note form in
a sub-question which requires extended writing, treat it on its merits. Unintelligible or flimsy
notes will deserve little, if any, credit. If an answer consists of notes which are full and readily
intelligible, award it the appropriate conceptual level but go to the bottom end of that level.
Comments by examiners on answers and on scripts
Examiners should feel free to comment on a part of an answer, a whole answer or a complete
script to clarify the basis on which marks have been awarded. Such comments are of assistance to
Team Leaders and to any others who may have reason to look further at a marked script at a
later stage. These comments must represent professional judgements and must be related to the
criteria for the award of marks. Negative comments should not be employed as an opportunity to
vent the examiner’s frustration! For example, ‘Irrelevant’ may be an acceptable comment,
‘hopeless’ is not.
Consistency
Examiners should apply a uniform standard of assessment throughout their marking once that
standard has been approved by their Team Leader. They should not try to find extra marks for
candidates. It is the duty of an examiner to see that the standard of marking does not vary in any
particular area of the mark range.
Spread of marks
Undue 'bunching' of marks is very undesirable. In particular, examiners should not hesitate to
give high marks, and should go up to the maximum if it is deserved.
Rubric offences
A candidate who offends against the rubric of a paper should have all the answers marked and
the best answers counted up to the required number within a particular paper or section of a
paper.
An answer that offends against the rubric and that does not score should be indicated thus: QU.
2. RUBRIC OFFENCE. DO NOT SCORE.
Illegibility
Scripts which are impossible to read or which contain offensive or disturbing comments should be
marked `E' on the front cover and forwarded (separately) to the Assessment Leader for History at
Edexcel after the script has been marked and the mark recorded. Such scripts will be considered
separately by the Principal Examiners at the conclusion of the awarding meeting.
Quality of written communication
The marking of the quality of written communication is embedded within the levels of response
of some questions. It forms one of the considerations for deciding reward within a level.
Deciding on the mark point within a level
1. The first stage is to decide the overall level and then whether the work represents high,
mid or low performance within the level. The overall level will be determined by the
candidate’s ability to focus on the question set, displaying the appropriate conceptual
grasp. Within any one piece of work there may well be evidence of work at two, or even
three levels. One stronger passage at level four, would not by itself merit a level four
award - but it would be evidence to support a high L3 award - unless there were also
substantial weaknesses in other areas.
2. Where the mark range for a level exceeds 5, the level has been divided into 3 sub-bands,
high mid and low. To decide which sub band to award within a level the following factors
should be taken into account:
the range and depth of coverage of issues
the amount and accuracy of supporting information
the consistency with which the standard is maintained throughout the work.
In each case, the mid point of the mid mark band should be considered first and any move
up or down from that should only be made if there is evidence in the work to support such
a move. A move from the key mark point in a sub-band will be justified if the work has
qualities to be considered for the next band up or down.
3. Assessing quality of written communication
QoWC will have a bearing if the QoWC is inconsistent with the communication descriptor
for the level in which the candidate's answer falls. If, for example, a candidate’s history
response displays mid level two criteria but fits the level three QoWC descriptors, it will
require a move from the key mark point. In that case the quality of written
communication will raise the award of marks to the top of the mid level two sub-band. In
the case of a borderline candidate, QoWC inconsistent with the ‘history’ level will raise or
lower the candidate into the next sub-band. In exceptional circumstances, i.e. where the
quality of written communication is clearly better, or worse, than that indicated in the
main generic mark scheme by more than one overall level, a larger downward or
upward adjustment might be justified, across sub-levels or even into the next level down
or up, where the candidate has first been placed in the low or high band of a level. In
such cases, the examiner should make a brief explanatory note on the script.
Unit 1 (6521) Mark Scheme
Generic Level Descriptors
(a) Awarding marks at key mark points and within level sub-bands
• Decide on the level into which any given response falls going first to the key mark point.
• Work up or down from the key mark point according to:
- the range and depth of coverage
- the use of the source materials
- the consistency with which the standards are maintained.
• If the answer is perceived as being of a higher or lower standard than would be expected
for a mid-point response, always go first to the key mark point of the high or low band
relevant to the level.
• Reserve the bottom mark of each band for the border line responses.
Target: (AO2) Analysis and cross-referencing of the sources for a specific enquiry. (20)
The task requires candidates to demonstrate the ability to reach a conclusion using all
three sources.
Level Band Key Mark Point

Level 1 (1–6 marks) Low (1–2 marks) 2
Mid (3–4 marks) 4
High (5–6 marks) 6
Mid (10–12 marks) 11
Level 3 (17–20 marks) No Bands 19
Level 1 Simple Statements

Responses are likely to be direct quotations or paraphrases from one or more
of the sources. Sources will be used in the form of a summary of information in
relation to the question. (1-6)
Level 2 Developed statements

Responses will offer detailed comparisons of similarities and /or differences
with links made to the question. At this level candidates will begin to consider
the sources as sources of evidence and not simply as sources of information.
Responses will go beyond the information contained in the content of the
sources and will consider other attributes, such as the nature of the evidence,
when using the sources. (7-16)
Level 3 Developed explanation

Responses will offer a developed and substantiated explanation that addresses
‘how far’ in the question and uses the sources with discrimination to address
the specific enquiry. In addressing ‘how far’ there will be a clear attempt to:
use the sources in combination; and explore what can be said on the basis of
the evidence, offering developed reasoning and a weighing of the evidence in
order to create a judgement. (17-20)
(b) Awarding marks at key mark points and within level sub-bands
• Decide on the level into which any given response falls.

• If the response is clearly within a particular level go to the key mark point of the mid
band.
• Work up or down from the key mark point according to:
- the range and depth of coverage
- amount and accuracy of supporting information
- consistency with which the standard is maintained
- quality of written communication
- the use of source material
- balance in the use of use of sources (62.5%) to own knowledge (37.5%).
• If the answer is perceived as being of a higher or lower standard than would be
expected for a mid-point response, always go first to the key mark point of the high or
low band relevant to the level.
• Reserve the bottom mark of each band for the borderline responses.
Target: Analysis and judgement based on use of sources and own knowledge. (40)
AO1a and AO1b: 15 marks, AO2: 25 marks
Candidates who address only AO2 can score a maximum of 25 marks. Likewise
candidates who only address AO1a and b can only score a maximum of 15 marks.
The task requires candidates to engage with an issue, demonstrating the ability to create
an explanation and make a judgement using two or three sources and own knowledge.
Level Band Key Mark Point

Mid (4–6 marks) 5
Mid (14–17 marks) 15
Mid (26-30 marks) 28
High (31-35 marks) 33
Level 4 (36–40 marks) No bands 39
Level 1 Simple Statements

Responses will be simple statements from the sources and/or own knowledge,
and are most likely to be a mixture of both. They will contain assertions that,
although accurate, will be generally unsupported, or supported by poorly
developed, inaccurate or irrelevant information. Writing will be simple and
comprehensible. There may be some evidence of basic organisation. Frequent
syntactical and spelling errors are likely to be found. (1-8)
Level 2 Developed statements
Responses at this level will be ‘telling it how it was’. Candidates will be
describing what happened either from the sources or their own knowledge, or
both. The sources will probably be used as sources of information, not
evidence, and the knowledge displayed, though generally accurate, will not be
well controlled and deployed to focus on the question. Writing will begin to
show some coherence and organisation, but may be disjointed and poorly
organised overall. Spelling and syntax will be generally secure. (9-20)
Level 3 Developed explanation

Responses will focus on the question although the focus may not be maintained
throughout the work. The response will address the issue posed by the
question. Own knowledge will generally be accurate and will display
appropriate depth and breadth of coverage. Knowledge will be used together
with the sources to meet the demands of the question, although there may be
some imbalance in terms of depth of coverage, supporting detail or in focus
on one aspect of the question more than another. Writing will show some
degree of both control and direction, but these attributes may not be
maintained throughout the answer. Meaning will be conveyed serviceably,
although some syntactical and/or spelling errors may be found. (21-35)
Level 4 Sustained argument

Responses at this level will be clearly analytical in structure. There will be
clear evidence that an appropriate range of accurate knowledge has been
deployed, together with the sources used primarily as evidence, to construct a
focussed argument and reach a reasoned, supported conclusion. Writing will be
controlled and coherent, although some stylistic misjudgements may be found.
However, the candidate who can analyse historical phenomena of some
complexity will also be able to convey that analysis in logical, well-structured
ways. Occasional syntactical and / or spelling errors may be found. (36–40)
6521A - Paper 1A Mark Scheme
Securing the Tudor Dynasty: the Reign of Henry VII
1
(a) Study Sources 1,2 and 3.
How far do these three sources support the view that Henry VII’s control was weakened by
his greed? (20)
Indicative content
Do not be too severe on candidates who make detailed comparisons of the sources without
actually going beyond the surface features to address the sources as evidence. Such
candidates giving a full and detailed comparison should be able to get to the key mark
point of Level 2. Possible areas where agreement with the statement could be seen include
the fact that Source 1 makes it clear that all Henry’s ‘virtues were hidden by his greed’ and
Source 3 ‘the king was more feared than loved, and this was because of his greed…if he had
to take to the battlefield he would fare badly. His people would abandon him because of
his greed’. Areas of disagreement with the statement include Source 1 ‘But all his virtues
were hidden, he was gracious and kind, he valued justice above all things’ and in Source 2
‘all the nobles either fear him or bear him in extraordinary affection’.
1
Do you agree with the view that Henry VII was never entirely secure on the throne?
Explain your answer using these two sources and your own knowledge. (40)
Indicative content
Source 4 can be used to show that Henry VII was able to control any form of opposition to
his throne: ‘His success in battle…, his dealing in times of peril and dangers was cold and
firm. If any treason… it ended well’. There was peace in the land, wealth and up to date
stylish buildings. Source 5 can be used as the basis of creating a structured argument with
specific examples to support the statement in the question. Henry never felt entirely
secure on his throne, opposition from the nobility, threats from the Yorkists and
pretenders. Rebellions from subjects over demands for money for example the Northern
Rebellion of 1489, showed he could rely on their loyalty to a limited extent. In addition, the
fear of invasion by France in support of pretenders was great. Own knowledge which could
be deployed: Henry’s fears about the succession particularly after the death of Prince
Arthur in 1502. The death of Elizabeth in childbirth in 1503 led to fears that radical Yorkists
might now reconsider their allegiance. Henry VII’s insecurity because of his weak claim to
the throne. There will be responses that simply describe, with varying degrees of accuracy,
the ways in which Henry was secure and/or opposed. Such responses can get to the top of
Level 2. For access to Level 3 focus must be on the question, with some consideration of
the areas in which Henry VII was secure/insecure. Candidates operating at Level 3 and
Level 4 must have a clear understanding of the view that Henry VII was never entirely
secure in order to arrive at a judgement.
6521B - Paper 1B Mark Scheme
The World Turned Upside Down: Monarchy and Republic in England, 1641-53
2
How far do these three sources suggest that Charles I possessed great wisdom and
judgement? (20)
Indicative content
Do not be too severe on candidates who make a detailed comparison of the two sources
without actually going beyond the surface features to address the sources as evidence. Such
point of Level 2 but no further. Possible areas where agreement could be seen include the
fact that in Source 1 he was a prince of great wisdom and judgement, and in Source 2, by
the most illustrious Prince Charles. It is clear from Source 3 that Charles is passing his
experience as a ruler of some wisdom to his son, that he respects justice and the laws.
Areas of disagreement in Source 1 make it clear that Charles trusted men who were inferior
to himself that in the selection of individuals for personal service he was a poor judge of
men. Source 2 implies that he could be stubborn and unwilling to take advice. On the other
hand one can infer from Source 3 that Charles is advising his son to achieve the right form
of governance in England. From this one can infer that he acknowledges his own mistakes of
not listening to his advisors.
2
Do you agree with the view expressed in Source 5 (line 22) that there was ‘at no time a
radical revolution on the brink of success’?
Explain your answer using these three sources and your own knowledge. (40)
Indicative content
Source 4 and 6 can be used as the basis of creating a structured argument with specific
examples that challenge the statement. They show that there was a radical revolution in
terms of social and political issues, for example the questioning of the right of monarchs to
rule without popular consent, the challenges to the authority of the Church by religious
groups like the Puritans, the revolutionary elements of the army. In Source 6 the
questioning of the role of religion and the state was perceived as being a dangerous force
because it cut across class barriers and led to a politicised army. Source 5 can be used to
show compromise between the radical elements and the state, ‘If Rainsborough etc wanted
to be revolutionary leaders…their only opportunity was in 1647, they did not take it’. In
addition there are elements in Source 6 that indicate that, ‘the Levellers could be
contained with relative ease’. In Source 5 it argues that the threat was more an imagined
one than real. Own knowledge which could be deployed: Unlikely that the radical groups
like the Levellers enjoyed widespread support. But once their ideas began to spread the
conservative elements within the government were able to isolate them. Attempts at the
Settlement highlight the lack of support for radical political and social ideas and changes.
There will be many responses that simply describe, with varying degrees of accuracy, the
ways in which radicalism emerged and its impact. Such responses can get to top of level 2.
For access to level 3, focus must be on the question, with some consideration of the areas
of radical revolution and whether it was a threat. Candidates operating at Level 3 and 4
must have a clear understanding of the question in order to arrive at a judgement.
6521C - Paper 1C Mark Scheme
Poverty and the British State, c.1815-50
3
How far do these three sources support the view that the Old Poor Law was reformed
mainly in order to save money? (20)
Indicative content
point of Level 2. Possible areas where agreement could be seen include the fact that in
Source 1 the annual overseers were incompetent and therefore wasted money. It is clear
from Source 2 that measures already introduced show savings being made, the winter rate
for 1836 was reduced from 5s or 6s to 1s 6d. One can infer from this that the old Poor Law
was perceived to be costly and wasteful. The money used by residents before the reforms
was wasted on beer and tobacco. Areas of disagreement are shown in Source 3 where the
reforms are not perceived as about saving money but about reforming the character of the
poor. But within this source there are elements of agreement with the statement. The
conditions within the workhouses have deteriorated one assumes because of the reduction
of funding and more people are forced to look for work to maintain their standard of living.
Source 4 makes it clear that able bodied people are encouraged to work even if it is dull
and monotonous.
3
Do you agree with the view, expressed in Source 3 (line 12), that the Poor Law Amendment
Act was ‘working very satisfactorily’ in the years after 1834?
Indicative content
Source 3 can be used to show that the Poor Law Amendment was working because there is
an improvement in the moral behaviour of the poor. Source 4 can be used as the basis for
creating a structured argument against the statement in the question because on the one
hand it is saying the new Poor Law was working because fewer people used it, but on the
other it is saying that the conditions within the workhouses were so bad people were
frightened to use them. This is further supported by Source 3 when it states, ‘the
workhouse is held in great dread’. In addition Source 5 supports the view that there was
widespread hostility to the workhouses after the reform. Own knowledge: This can be used
to show how there was a compromise between the intentions of the Poor Law Amendment
Act and the implementation of this Act by the local authorities and guardians of the
workhouses. By 1837 the administrative reorganisation was complete, some workhouses had
been built but they were fairly grim. Some elements of violent resistance to the changes
occurred particularly in the North because of the severe industrial depression after 1837.
Many rural Guardians continued to bend the rules – in some respects cheaper to grant
minimal outdoor relief. By 1850 only 110,000 paupers out of a total of 1 million were
workhouse inmates. But the PLAA succeeded in reducing expenditure from £7 million to
£4.5 million. There will be responses that simply describe, with varying degrees of
accuracy, the ways in which the PLAA worked satisfactorily. Such responses can get to the
top of Level 2. For access to Level 3 focus must be on the question, with some
consideration of the term ‘satisfactorily’. Candidates operating at Level 3 and 4 must have
a clear understanding of the issues in order to arrive at a judgement.
6521D - Paper 1D Mark Scheme
Votes for Women, c.1880-1918
4
How far do these three sources suggest that the WSPU was a united movement? (20)
Indicative content
point of Level 2. Possible areas where agreement could be seen include the fact that the
song in Source 1 calls on the women to march together in unity, ‘strong stand we at last’.
In addition in Source 2 members are called upon to work together, to leave pettiness and
personal ambition behind. Everyone must work together whether officers or rank and file
members. Areas of disagreement are clear in Source 3 which talks about rebellion in the
ranks because of the militancy of the union. In addition there is disillusion with the struggle
for the vote on two levels, one because of its hypocrisy and secondly, the sacrificing of
principles. The writers of the three sources are all members of the WSPU, two of whom are
willing to give everything for the struggle, whereas the writer in Source 3 has become
disillusioned mainly with the way in which the movement appears to be dominated by the
Pankhursts.
4
Do you agree with the view that the First World War hindered, rather than helped, the
cause of female suffrage?
Indicative content
Source 4 and 5 can be used to show that the First World War was responsible for changing
the views on women’s suffrage. Individuals like Asquith were extremely anti-women’s
suffrage before the war because of the militancy of the WSPU and blocked the Conciliation
Bills 3 times between 1910-14. During the war the militant campaign was ended by the
WPSU as they worked alongside government agencies for care of the sick etc. Source 5
perceives the inevitability of the vote being given to women because of the sacrifices made
by both men and women during the war. In addition they saw women as a steadying
influence. Source 5 can be used as the basis of creating a structured argument with specific
examples including the patriarchal view of Selborne, women as a steadying influence and
this is reinforced in Source 6 women ‘did not experience the horrors of the front line’. This
overlooks the role women played in nursing the sick and wounded and countless other tasks
they performed in supporting the armed forces. Source 6 shows clearly the view that the
war actually obstructed the progress of votes for women because of the social ideas about
the separation of the roles of men and women in society. In addition it pushed all the
problems experienced by women in the political sphere lower on the governments agenda.
Own knowledge which could be deployed: the role of Millicent Fawcett is an important
consideration in the war years for winning the vote for women. Whilst the Pankhurst
stopped their campaign Millicent Fawcett continued to lobby the government. There will be
many responses that simply describe, with varying degrees of accuracy, the ways in which
the war helped or hindered the granting of the vote. Such responses can get to the top of
Level 2. For access to Level 3 focus must be on the question, with some consideration of
the reasons why women won the vote. Candidates operating at Level 3 and 4 must have a
clear understanding of the debates in order to arrive at a judgement.
6521E - Paper 1E Mark Scheme
Russia in Revolution, 1905-17
5
How far do these three sources suggest that the chief cause of discontent within the
Russian Empire in the early twentieth century was that it was ill-governed? (20)
Indicative content
point of Level 2. Sources 1, 2 and 3 all agree with the statement that ‘Russia was poorly
governed’. It is clear in Source 1 that the majority of the population faced poverty and
famine, that the nature of the autocratic government, is poorly suited to the needs of
people of all classes. Source 2 simply states we are ill-governed and unable to release the
wealth within the country. Source 3 highlights the conditions of the workers and their
inability to influence the government of Russia. Differences can be inferred from Source 2
and 3 where in Source 2 it highlights the fact that there is great wealth in Russia. In
addition in Source 3 workers are petitioning the Tsar to help them overcome the problems
they have with their employers. Source 1 disagrees with the statement when it states
government is imposed by violence – hence revolutionary forces are being contained.
5
Do you agree with the view that the continuation of Russia’s involvement in the First
World War was the main reason for the failure of the Provisional Government?
Indicative content
Source 5 clearly shows the reasons why the Provisional Government continued with the war,
the fear of the desertion of the peasants and the necessity to defend Russia. Source 4 can
be used as the basis of creating a structured argument with specific examples; the notion of
dual power. The Soviet had control of important elements of real power, such as the army,
the railways etc. this weakened the Provisional Government. Source 6 supports the view
that the Provisional Government was weak when it states – it alienated the Left and Right
political groups, there was no substantial middle class in Russia. The decision to continue
the war sapped the energies of the government. Other factors to consider include the issue
of peasants and land, the fear if land was given to the peasants the soldiers (peasants)
would desert. Workers and the factories engaged in war production expected to work long
days for little pay. The Kornilov Revolt and how the Provisional Government had to request
the Bolsheviks to defend Petrograd against this revolt. Finally, the actions of the liberal
politicians who had little governmental experience and they made many mistakes. There
will be many responses that simply describe, with varying degrees of accuracy, the ways in
which the war helped or hindered the Provisional Government. Such responses can get to
the top of Level 2. For access to Level 3 focus must be on the question, with some
consideration of the reasons why the Provisional Government failed to act and take Russia
out of the war. Candidates operating at Level 3 and 4 must have a clear understanding of
the debates in order to arrive at a judgement.
6521F - Paper 1F Mark Scheme
The Seeds of Evil: the Rise of National Socialism in Germany to 1933
6
How far do these three sources support the view that the NSDAP was incapable of exerting
any noticeable influence on the German people in the 1920s? (20)
Indicative content
point of Level 2. Possible areas where agreement can be seen include the fact that Source 2
makes it clear – this Party is not going anywhere, numerically insignificant group. Source 1
states – I was not easily won over, ‘bit by bit he won me round’. Areas of disagreement are
clear in Source 1 – it did not take more than one meeting, gave us a good working scheme,
implying that there were many others who felt the same. Source 3 makes it clear that
Hitler was a saviour, that the writer is committed totally to the cause that Hitler promotes.
In addition it is clear from the sources 1 and 3 that there was a wide range of support for
the NSDAP. From Source 2 we can infer that the NSDAP was important because the Ministry
of the Interior had commissioned a report on them.
6
Do you agree with the view that until the end of January 1933 it was by no means certain
that Hitler would come to power?
Indicative content
Source 4 can be used to show the hesitancy of Hindenburg to appoint Hitler and the role of
von Papen in gaining his agreement to appoint Hitler. Source 5 can be used as the basis of
creating a structured argument with specific examples for and against the statement, the
support of the Right had given way to hostility in 1932. Hitler and his party were portrayed
negatively to the public. But there is support for Hitler in the second half when it highlights
the amount of popular support for Hitler, this is supported in Source 4 where it states that
if they do nothing there will most probably be a civil war, inferring that the popular support
for Hitler could be converted to a revolutionary force. Other factors to consider include the
reduction in electoral support for Hitler in November 1932. The state of the economy was
improving and it was during times of uncertainty that Hitler and the NSDAP gained most
support. The use of propaganda by the NDSAP to maintain widespread support, discredit the
communists and the Weimar Republic. The role of the SA in crushing the communists and
stopping meetings of the opposition parties. The role of the elites, von Papen, Schleicher
etc. in manipulating Hindenburg into giving Hitler the Chancellorship. There will be many
responses that simply describe, with varying degrees of accuracy, the ways in which Hitler
came to power without fully exploring the evidence within the sources. Such responses can
get to the top of Level 2. For access to Level 3 focus must be on the question, with some
consideration of the reasons why Hitler was able to overcome the opposition to his
appointment by Hindenburg. Candidates operating at Level 3 and 4 must have a clear
understanding of the debates in order to arrive at a judgement.
6521G - Paper 1G Mark Scheme
Boom and Bust: Economy and Society in the USA, 1917-33
7
How far do these three sources support the view that the USA was the land of opportunity? (20)
Indicative content
point of Level 2. Possible areas of agreement could be seen to include the fact that Source
1 makes it clear that the USA enjoyed a very high standard of living compared to other
developed countries, Source 2 clearly states that in the northern states the standard of
living is high and whether you are black or white you can travel on trains, your money is
appreciated the same as anyone else’s. Areas of disagreement are clearly to be seen in
Source 3 when it talks of the hysteria against immigrants from Italy/foreigners, where
whether guilty or innocent it is your origins/colour that is used against you denying you
rights. In Source 2 it asks – what chance does the average blacks have in the southern
states, and makes clear the use of violence against individuals who are not WASP’s.
7
Do you agree with the view that President Hoover’s government has been unfairly blamed
for the US economy’s failure to recover from the Crash of 1929?
Indicative content
Source 4 can be used to show the impact of the Crash on individuals and has some sympathy
for Hoover who had just been elected into the Presidency. Therefore the reasons for the
Crash were because of the lack of action taken by his predecessor, Coolidge. Source 5 can
be used as the basis of creating a structured argument with specific examples to show the
failures of the Hoover administration; failed to get financial aid to where it was most
needed, individuals and instead focused on the big institutions and banks. Source 4
questions Hoover’s methods – because he had been able to sort out problems in Europe ten
years earlier but could not help the US. Source 5 sees Hoover’s actions as, too little too
late, whereas Source 4 views the lack of action by Coolidge as being of greater importance
in not only contributing to the Crash but for its impact on society. Own knowledge could
focus on the actions of individuals leading up to the Wall Street Crash – speculation in the
stock market, weak banking system, failure of the Coolidge administration to regulate
financial dealings, problems with the economy etc. There will be many responses that
simply describe, with varying degrees of accuracy, the ways in which the Hoover’s
government responded to the Crash. Such responses can get to the top of Level 2. For
access to Level 3 focus must be on the question, with some consideration of whether,
Hoover’s government had been unfairly blamed. Candidates operating at Level 3 and 4 must
have a clear understanding of the debates in order to arrive at a judgement.

AS-Level History Unit 1 Specimen and Markscheme

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AS-Level History Unit 1 Specimen and Markscheme

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GCE

Edexcel Advanced Subsidiary GCE

Issue 5 September 2005

Specimen Papers with Mark Schemes

6521 Papers 1A/1B/1C/1D/1E/1F/1G

Materials required for examination Items included with question papers

Information for Candidates

NXXX80A Turn over

Paper Title Page

1A Securing the Tudor Dynasty: the Reign of Henry VII ....................................................3

1C Poverty and the British State, c.1815–50 ........................................................................7

1D Votes for Women, c.1880–1918 .......................................................................................9

1E Russia in Revolution, 1905–17 ......................................................................................11

Securing the Tudor Dynasty: the Reign of Henry VII

Question 1 (Maximum marks)

(a) Study Sources 1, 2 and 3.

(b) Use Sources 4 and 5 and your own knowledge.

(Total for Question 1: 60 marks)

(a) Study Sources 1, 2 and 3.

(b) Use Sources 4, 5 and 6 and your own knowledge.

(Total for Question 2: 60 marks)

Poverty and the British State, c.1815–50

*The Poor Law Amendment Act 1834

(a) Study Sources 1, 2 and 3.

(b) Use Sources 3, 4 and 5 and your own knowledge.

(Total for Question 3: 60 marks)

TOTAL MARKS FOR PAPER 1C: 60 MARKS

Votes for Women c.1880–1918

1 Long, long – we in the past

(a) Study Sources 1, 2 and 3.

(b) Use Sources 4, 5 and 6 and your own knowledge.

(Total for Question 4: 60 marks)

TOTAL MARKS FOR PAPER 1D: 60 MARKS

Russia in Revolution, 1905–17

(a) Study Source 1, 2 and 3.

(b) Use Sources 4, 5 and 6 and your own knowledge.

(Total for Question 5: 60 marks)

TOTAL FOR PAPER 1E: 60 MARKS

The Seeds of Evil: the Rise of National Socialism in Germany to 1933

(a) Study Sources 1, 2 and 3.

(b) Use Sources 4 and 5 and your own knowledge.

(Total for Question 6: 60 marks)

TOTAL FOR PAPER 1F: 60 MARKS

Boom and Bust: Economy and Society in the USA, 1917–33

*cracker = white man

(a) Study Sources 1, 2 and 3.

(b) Use Sources 4 and 5 and your own knowledge.

(Total for Question 7: 60 marks)

General Instructions on Marking – All Units

Answers should be analysed as follows:

(a) Levels of response

In assessing the quality of thought, consider whether the answer:

(ii) argues a case, when requested to do so

(iii) is able to make the various distinctions required by the question

(iv) has responded to all the various elements in the question

Maps and diagrams drawn by candidates

Quality of written communication

Deciding on the mark point within a level

3. Assessing quality of written communication

Generic Level Descriptors

Level Band Key Mark Point

Level 1 Simple Statements

Level 2 Developed statements

Level 3 Developed explanation