3.1 END OF EMPIRES. Any sensible suggestion 1 mark.

Transcription

1 3.1 END OF EMPIRES Study pages 78 and This map of the world before the Second World War divides it into three areas the area ruled by Europeans, the area with very strong European influence in politics, culture and technology, and the areas largely untouched by European influence. Africa has been left as a blank. Fill in Africa from the information given in the map in the Student Book. Under Australian jurisdiction: Ashmore and Cartier Islands, Christmas Island, Cocos (Keeling) Islands, Coral Sea Islands, Heard Island and McDonald Islands, Norfolk Island. Under Danish jurisdiction: Faroe Islands, Greenland Under Dutch jurisdiction: Aruba, Netherlands Antilles Under French jurisdiction: Bassas da India, Clipperton Island, Europa Island, French Guiana, French Polynesia, French Southern and Antarctic Lands, Glorioso Islands, Guadeloupe, Juan de Nova Island, Martinique, Mayotte, New Caledonia, Réunion, Saint Pierre and Miquelon, Tromelin Island, Wallis and Futuna Under New Zealand jurisdiction: Cook Islands, Niue, Tokelau Under Norwegian jurisdiction: Bouvet Island, Jan Mayen, Svalbard Under UK jurisdiction: Anguilla, Bermuda, British Indian Ocean Territory, British Virgin Islands, Cayman Islands, Falkland Islands, Gibraltar, Guernsey, Jersey, Isle of Man, Montserrat, Pitcairn Islands, Saint Helena, South Georgia and the South Sandwich Islands, Turks and Caicos Islands Under US jurisdiction: American Samoa, Baker Island, Guam, Howland Island, Jarvis Island, Johnston Atoll, Kingman Reef, Midway Islands, Navassa Island, Northern Mariana Islands, Palmyra Atoll, Puerto Rico, Virgin Islands, Wake Island 3 Compare the two maps. How significant are the differences? Explain your answer. Level One: Generalised answers no detailed support Level Two: Answers with detailed support but no overview Level Three: Answers with overview and detailed support 1 3 marks 3 5 marks 6 8 marks e.g. The differences are vast European peoples have lost their control of the world. In Africa there is now nowhere ruled by Europeans, but in 1900 it was almost all ruled by Europeans. Areas ruled by European peoples Areas with strong European political, cultural and technological influence Areas practically untouched by European influence 2 Shade in the map below, using only one of the categories from the previous map, for the world in There is a list of all the colonies in the world in the box opposite; you may also need an atlas or access to the Internet. 4 Historians call this process decolonisation. Has it been a change or a development? Give reasons for your answer. Level One: Assertions Level Two: Change - generalised support 3-4 marks e.g. This is something completely new, so it is a change Level Three: Development - generalised support 5-6 marks Level Four: Change or development - detailed support 7-9 marks e.g. It was a development because it built on things that had happened there was a move to end colonies earlier, with things like Max Havelaar, and it was helped by people seeing that the Europeans were not all powerful in the Second World War. Level Five: Sees there are elements of both change and development involved Think carefully about the events discussed in the text. Pick one as a turning point, the key moment in decolonisation. a) What is your turning point? Any sensible suggestion. b) Why have you chosen it? Level One: Picks an event because of its importance general explanation Level Two: Picks an event because of its symbolism Level Three: Picks an event because of its consequences Level Four: Balanced answers that consider more than one event OR answers that explicitly discuss criteria for choice 1 3 marks 4 6 marks 6 8 marks 8 10 marks Areas ruled by European peoples 84 85

2 3.2 DECOLONISATION Study pages 80 and Re-read page 13 of the Student Book. a) What did Ethical Policies try to do? provide free education and medical care for locals; put government money into farming b) Why, then, did local people resent them? only half-heartedly put into practice c) Give two more reasons for Indonesian resentment of Dutch rule. Poor living conditions; lack of say in government 2 Give two actions by the Dutch that show they were determined not to allow independence in the years before the Second World War. These reasons can be in any order each: imprisonment and exile of communist leaders; imprisonment of moderate nationalist politicians for nationalist speeches. 3 What does the treatment of the independence petition of 1936 tell you about the attitudes of the Dutch government? Delaying the answer for two years. Suggests that the government was against the idea of independence and that it did not treat the movement seriously 2 marks each. 4 How did the Japanese use the feelings of nationalism to gain support for their rule after they captured Indonesia? These reasons can be in any order each: singing their own National Anthem; flying their own flag. 5 Explain two reasons from this unit for thinking that the Japanese were not serious in their support of Indonesian independence, and one from looking back at Unit These reasons can be in any order 2 marks each: the suspicion of Sukarno and Hatta, which made them keep their links with the underground resistance movement; the fact that the Japanese only set a date for independence when they were desperate at the end of the war; seeing Indonesia in the context of the Japanese determination to acquire territory, which gave them the necessary raw materials and markets to become a world power. 6 Sukarno declared independence on 17 August a) What was significant about this date? Two days after the Japanese defeat and before date set by the Japanese. So it was not a Japanese act 2 marks. b) Why did the Dutch refuse to accept this declaration of independence? Because they saw Sukarno and Hatta as collaborators and believed the situation should revert to the 1940 position. P 7 What were the key events between 1945 and 1949 in the story of Indonesian independence? War. The United Nations brokered truce. Further fighting, including Dutch capture of Jakarta Sukarno imprisoned. Widespread international condemnation of Dutch actions. Independence accepted on 27 December What was significant about the Dutch Minister Bernard Bot attending the 60th anniversary celebrations of Indonesian independence in August 2005? He apologised. By attending, accepted that Indonesian independence started in 1945, not marks. 9 How far does Source A support the statement that the Dutch actions in Indonesia were very unpopular in the rest of the world? Level One: Yes, because there is some evidence to support it Level Two: Considers validity of generalisation 10 In what ways has the decolonisation process in Surinam and the Netherlands Antilles been different from that of Indonesia? Much less demand for independence from Surinam and Netherlands Antilles. Moves for independence welcomed by Netherlands government. Different status after independence 3 marks. 11 Research the history or either Indonesia or Surinam since independence. You may find the following websites useful: and the Timeline Indonesia link on the right of the page, and the Timeline Surinam link on the right of the page. Has independence been followed by the development of a stable state? Level One: Generalised answers Level Two: Answers with detailed support 1 3 marks 3 5 marks 3 5 marks 86 87

3 3.3 THE COLD WAR Study pages 82 and Write your own definitions for the following historical terms. Czech rising, 1968 Opposition to communist rule crushed by Soviet troops. Yes, the Soviet Union wanted Czechoslovakia as a buffer. Friendly countries between you and a possible enemy. a) buffer state: Which mean your country can t be invaded at the start of a war 2 marks. That communism would spread. By one country falling, then its neighbour, then its neighbour, and so on like pushing over a b) Domino theory: Afghanistan, The Soviet Union invaded to replace the government and crush growing Islamic groups. line of dominoes 2 marks. 2 Complete the following table. In the second column, briefly describe what the problem was; in the third and fourth columns, explain if you think domino theory and the idea of buffer zones influenced the actions of either side. Event Brief description of the problem Domino theory Buffer zone Germany, Korean War, Berlin was divided between the Soviet Union and the West but isolated inside the Soviet zone. The Soviet Union stopped transport links to force West Berlin to unite; Western zones were supplied by air lift. Korea split into communist (North) and capitalist (South) countries at the end of World War Two. The North invaded the South to reunite the country. UN troops fought for the South and China for the North. Yes, the West did not want East Germany to be communist. Yes, the West did not want a communist Korea to start a chain of states falling in the Far East. Yes, the Soviet Union wanted East Germany as a buffer. Polish rising, Your teacher will play you Churchill s speech at Fulton Missouri on 5 March Growing anti-communist movement crushed by martial law. a) On document PM1, which gives extracts from the speech, underline the words and phrases Churchill emphasises and draw a circle where he pauses. b) Using the information Churchill gives you, draw where the Iron Curtain should go on the map opposite. Make sure you add this line to the key. c) Churchill was largely predicting what he thought would happen. Was he right? Give reasons for your answer. Yes, the Soviet Union wanted Poland as a buffer. Hungarian rising, 1956 Opposition to communist rule crushed by Soviet troops. Yes, the Soviet Union wanted Hungary as a buffer. Vietnam, Split between communist (North) and capitalist (South). War, with US aid and then troops on the side of the South. Yes, the West did not want the communists to win in Vietnam. Level One: Yes, because it happened 1 3 marks Berlin Wall, 1961 East Germany built a wall to stop the loss of population to the West through Berlin. Answers don t pick up that not all of Churchill s countries fell behind the iron curtain. Level Two: No, because he got something wrong 3-4 marks e.g. No, he was wrong because Austria did not finish up on the Russian side. Level Three: on balance, he was right 5-6 marks Cuban Missile Crisis, 1962 Cuba became communist and the Soviet Union wanted to base missiles, which could target USA, there. The USA blockaded Cuba. Missiles withdrawn. Yes, the wall was a physical buffer. The Soviet Union did not want people emigrating to the West. Here answers see that Churchill wasn t 100% right, but that he was much more right than wrong

4 3.4 KOREA AND BERLIN Study pages 84 and a) How did the Second World War finish in Korea? The country divided into the US-occupied south and Soviet-occupied north. b) What influence did this have on the governments that were set up in Korea? Communist government in the north, capitalist government in the south. c) What reason did the North Korean government have for invading South Korea? Belief that the country should be united under one government. 2 a) Usually during a Cold War crisis, the United Nations did not take direct action. Why was this? Because either the USA or the USSR would veto action in the Security Council 2 marks. b) Give two reasons why the United Nations did intervene in the Korean War on the side of the south. (You may need to look back to Unit 2.32 for one of them). These reasons can be in any order each: the south had been invaded, the United Nations acting against the aggressor; the Soviet Union was boycotting the Security Council, so it could not veto the action. 3 a) Give two reasons why China became involved in the war. Two from: fellow communist regime; did not want to see North Korea beaten; United Nations forces close to the Chinese border each. b) What effect did China s involvement have? They pushed UN forces back into South Korea. The United Nations counter-attacked, then pushed Chinese and North Koreans back to around the 38th parallel. 4 What effect did the Korean War have on: The country was still divided, significant war damage each. Seen as US-dominated; Secretary General resigned each. US forces had been fighting Chinese forces supported with Soviet aircraft. Increased danger of becoming an open conflict, particularly if China bombed. a) Korea? b) the United Nations? c) the chance of a major war between the superpowers? EVIDENCE 5 a) Why, according to the text, was the Berlin Wall built? To stop people leaving East Germany for West Germany through Berlin. Quoting the number 2.5 million b) Why, according to Source C, was the Berlin Wall built? To stop spies and subversive activities in East Germany each. c) Do you think either, or both, of these accounts are biased? Give reasons for your answer. Level One: Asserts either, or both, are biased Level Two: C is biased provenance and/or language 3 5 marks Level Three: C is biased selection 6 8 marks E.g. it only gives us one side of the story the spies which it says were disrupting life in the east there is no mention of all the people they were trying to stop going to the West. Level Four: Sensible tests of both for bias 8 10 marks E.g. Source C is biased because it comes from the Soviets and it does not mention all the people who were going into West Berlin and not coming back. But then the textbook does not tell us about the spies, so that could be biased too but probably not as it has the source that mentions the spies. 6 Study Source B. a) This photograph, with its original caption, was used in a newspaper on 19 August Which country do you think that newspaper was published in? Give reasons for your answer. Level One: Germany where it happened Level Two: East Germany supported 2 3 marks Support is often because that the photograph shows him on the east side of the wall Level Three: the West generalised support or position of photographer 4 marks The photographer argument is that he is looking over the wall into East German territory, therefore he must be in the West Level Four: the West emotive language 6 8 marks Level Five: the West selection of material 8 10 marks E.g. This is a story that is much more likely to work in the West, telling of the killing of a youth and the crowds watching. There is nothing about him being told to stop. b) Is the caption biased? Give reasons for your answer. Yes ; picks example of biased language 3 marks c) How useful do you think this photograph and caption are for a historian studying the Cold War? Level One: Useful it happened Level Two: Not useful it is biased Level Three: Distinguishes between photo and caption Level Four: Give examples of what it can be used for E.g. I think this will be very useful it does not matter about the bias, in fact it helps because we can see how the stories were presented to people at the time. 1 3 marks 2 4 marks 5 7 marks 8 10 marks 90 91

5 3.5 THE CUBAN MISSILE CRISIS Study pages 86 and Mark the events of the Cuban missile crisis on the timeline below. 14 Oct 15 Oct 16 Oct 17 Oct 18 Oct 19 Oct 20 Oct 21 Oct 22 Oct 23 Oct 24 Oct 25 Oct 26 Oct 27 Oct 28 Oct 2 Study Source C. a) List the three options that Rusk gives to solve the Cuban Problem. What other actions did he suggest? i) Quick strike without invading Cuba or going to war. ii) Eliminate the whole island. iii) The political route demand a site inspection. Other actions: get the military ready and alert NATO ; trade blockade on Cuba. b) List the three options outlined by President Kennedy after the discussion of Rusk s options. i) Strike the bases. ii) Strike the bases, airfields, and anything connected to the missile sites. iii) Do these and launch a blockade too. c) What option is then raised, and why? To invade Cuba. Because need to do something after the bombs that doesn t provoke Russian response; to protect free Cubans from slaughter; to re-establish order each. d) At the end of the meeting, what did Kennedy say the USA was definitely going to do? Strike at the missile bases. 3 On 21 October, the USA got more evidence that nuclear missiles would be based in Cuba. What was the US response? To stop and search all ships going to Cuba, and to cripple by force those that did not stop each. 4 a) What did the Soviet Union do on 24 October? Turned round most ships, but sent three on to the edge of the zone 2 marks. 5 What was the final solution to the crisis? USSR withdrew missiles. USA promised not to invade Cuba. EVIDENCE 6 a) Source A must be reliable. Do you agree? Give reasons for your answer. Level One: Yes, it is a photograph Level Two: Arguments based on provenance 2 3 marks e.g. The Americans took this photograph and it was in their interests to show the Soviet Union was doing something wrong, so I do not believe you can be sure this is reliable. Level Three: Arguments based on the US reaction 4 5 marks e.g. The USA produced the photo and they obviously believed it because they nearly went to war about it, and they were in the best place to know, so I think this is reliable. Level Four: Arguments based on US and Soviet actions 5 6 marks e.g. I think this is reliable because the Americans believed it and if they had faked it, they would have known, and the Russians also acted as if it was true, they would have been showing the media the bases if it was not true. b) Source B is the ambassador telling us what he felt at the time, so it must be reliable. Do you agree? Level One: Assertions cannot tell Level Two: Simple provenance 2 marks Level Three: Chronological answers 2 marks Level Three: Chronological answers 3-4 marks e.g. It was a long time after, over 30 years, so he might not remember what he felt then. Level Four: Considers Dobrynin s possible motives 5-6 marks E.g. I do not think he can really not have known, but it makes a better story Level Five: Developed, cannot tell answers 6-7 marks e.g.... but they might not have told him the truth. we would need something like Source C from the Russians to be sure. c) Source C says the USA was going to bomb the bases in Cuba. As the USA did not bomb the bases, this means the source cannot be reliable. Do you agree? Give reasons for your answer. Level One: Agree Level Two: Disagree arguments not driven by date Level Three: Disagree arguments driven by date 7 Why is it important for historians to be able to date their sources? Explain your answer. Helps test them for reliability 3 marks. 1-2 marks 3 4 marks 5 7 marks b) What evidence is there that 24 October was a day when a war could have started? Source B. The Soviet ambassador to the USA was not sure whether there would be war 2 marks

6 3.6 VIETNAM AND AFGHANISTAN Study pages 88 and a) Why did the Vietcong want to change the government in South Vietnam? The government was very unpopular. Because they were communists; wanted to join with communist North Korea 2 marks. b) Why did the Americans care who ran the government in South Vietnam? Didn t want it to become a communist country. Domino theory 2 marks. 2 Describe the two steps the Americans took in 1963 and 1964 that changed their involvement in the war. a) 1963: b) 1964: 3 The USA was one of the two world superpowers. Why could it not win the war in Vietnam easily? 4 What significant event or development in the war happened in each of the following years? a) 1970: b) 1973: c) 1974: d) 1975: e) 1976: 5 What happened at My Lai? EMPATHY replaced president with government led by anti-communist generals. started direct military action. Level One: Monocausal answers Level Two: Multicausal answers Level Three: Web of causation answers Answers show how the different factors interacted. Plus a bonus of 2 marks at any level if answers use Source A as well as the text. Vietnamisation. last US troops left; cease-fire agreed. war re-started, but USA did not send troops. communist troops captured the South. re-unification. massacre. Discussion of figures (low hundreds to over 500) 6 What effect would you expect knowledge of what happened at My Lai to have on: a) An American who was against the war? b) An American soldier who had served in Vietnam? c) People in the Netherlands at the time? 3 5 marks 6 8 marks All parts of the question can be marked with the same levels. Level One: Everyday empathy Students suggest a possible reaction that takes no account of the historical context. Level Two: Stereotype historical empathy 3 5 marks Answers are appropriate to the context, e.g., someone who was against the war would be even more against it when they heard this news, and they would probably be angry and ashamed of their country. Level Three: Differentiated historical empathy 6 7 marks As Level Two, but in addition students realise that not all people within a group react in the same way, e.g. some US soldiers would understand what had happened, they knew how hard it was P to be sure who was an enemy and who was an innocent person, so they would have been quite understanding. Others would be completely happy with this, and not care what happened to the Vietnamese people. Some would probably think that it was a bad thing, and that this would make it harder to fight the war because it would make people hate them. 7 Study the map. If this map had shown the region a year earlier, Iran would have been shaded in blue, but the 1979 Iranian Revolution put a violently anti-american regime in power in Iran. How does this map help you understand why the Soviets and the Americans acted in the way that they did? USSR did not want a second militant Islamic country on its borders which might provoke unrest in the closest regions of USSR 2 marks. USA didn t want to lose more influence in region 2 marks. 8 Study Source C. a) How does the cartoonist suggest the Americans might be worried about the Soviets? Threat of Soviet expansion, especially in the Gulf 2 marks b) How does the cartoon suggest the Soviets might be worried about the Americans? Surrounded by hostile powers 2 marks. c) What is the message of the cartoon? Both needed to see the situation from the other s point of view 2 marks. 9 In pairs, prepare to be interviewed for a radio programme on the similarities and differences between the Americans experience in Vietnam and the Russians experience in Afghanistan. List the similarities and differences here. Similarities: major power v local population; greater military strength of major power; advantages of guerrilla war tactics for local resistance Differences: higher cost to USSR in deaths, money spent and economic damage 94 95

7 3.7 THE NETHERLANDS IN THE 1950s Study pages 90 and a) Write a paragraph to explain pillarisation. Answers should cover: society split not horizontally (by class or income) but vertically, by religious or political preferences. Each pillar to have its own institutions (healthcare/ education/unions), entertainment (radio/tv), activities (choirs/football clubs) and newspapers. In discussion of the system in the Netherlands to list Protestant/Catholic/ Liberal and Socialist split (and Liberals and Socialist sharing healthcare and education). b) Explain how pillarisation would help a Catholic family in the Catholic pillar. Answers should cover, in detail, how the Catholic pillar would benefit a family in it: what it would provide including access to jobs and education etc. c) Explain how pillarisation would restrict the life of a Catholic family in the Catholic pillar. Answers should cover, in detail, how the Catholic pillar would restrict a family in it: only provided with the culture, work, education and social opportunities within that pillar the narrow vision this provides. d) Define depillarisation. getting rid of pillarisation; making society work differently 2 Explain the policies of Willem Drees in each of these areas temporary state pension for the elderly. a) pensions: 1956 AOW state pension for every Dutch citizen over 65. b) unemployment benefit: c) wages and prices: 3 marks. 3 Was Drees a supporter of pillarisation? Give reasons for your answer. Level One: Assertion Level Two: Generalised support Paid by the state to all unemployed people. Low wages/strict price controls to help the economy recover its strength e.g. no, because he tried to make things the same for everybody Level Three: Detailed support 2-3 marks e.g. no, he believed that everyone should be treated the same, so he set up a system of 4 6 marks unemployment benefit where all people got the same amount; it did not depend which union they were in

8 3.8 CIVIL RIGHTS IN THE USA Study pages 92 and Write your own definitions of the following: a) boycott: b) segregation: c) desegregation: d) integration: 2 Study Source A. What is happening in the photograph? 3 Civil rights protesters had to stay non-violent and ignore their opponents not even try to discuss civil rights issues with them. Why do think this was? 4 Which of the Civil Rights Movement s tactics was used to begin the policy of desegregating schools? 5 Were the following enthusiastic about the desegregation of Little Rock Central High School? Give reasons for your answer in each case. a) The School Board: b) The State Governor: to refuse to buy goods or services as a protest. dividing society along racial or religious lines. stop segregation, all races and religions use the same facilities include everyone, especially different racial and religious groups There is blood on the man nearest the camera. Drink is about to be poured on the woman in the middle. Food is in the hair of the woman on the right. The classic non-violent actions of the three, not engaging with the mob in any way 3 marks. To avoid getting drawn into conflict 2 marks. Integration. Through legal challenges. Level One: Assertions Level Two: Cannot tell 2 3 marks Answers note the text does not tell them about the attitudes of the School Board, so decide that they have no way of knowing. Level Three: Inference 4 5 marks Answers infer the attitude of the School Board, usually from the fact that they picked only 9 of 72 applicants. Level One: Assertions Level Two: Comprehension (refer to, or quote from, the text) Level Three: Detailed support Students refer to Fabius actions to support their answer. 2 4 marks 4 5 marks 6 a) In Source C, is Elizabeth Eckford behaving in the same way as the civil rights demonstrators in Source A? Explain your answer. Yes. She does not react to provocation 2 marks. b) What image is she trying to present and why? Dignified (or similar appropriate description) She dresses smartly; maintains her composure 2 marks each. c) What does the photograph tell you about the feelings of white people in Little Rock towards integration? Level One: Assertions Level Two: Generalisations 2 3 marks e.g. they were not happy about black people going to the school. Level Three: Answer supported by detailed reference to the source 4 6 marks e.g. you can tell they were really against the idea; the girl behind is screaming abuse and the women on the right look like they really hate her. Level Four: Considers whether the source will bear a generalisation 7 9 marks e.g. the people in this picture certainly do not like the integration, but there must be a lot more white people in the town than are in this picture and we do not know what they felt. Level Five: Considers the reliability or purpose of the picture 8 10 marks e.g. the people in the photo do not look like they are happy about integration, but we cannot be sure this was the reaction of all the whites. The photographer probably wanted a good picture and this one is more dramatic than people just getting on with stuff. d) Does Elizabeth s description of this moment in Source B add to what the photograph tells us? Explain your answer. Yes Any example of what it adds 2 marks CHANGE 7 Read Source D. In a speech in 1963, Martin Luther King praised young people for the courage they had to show in the front line of desegregating schools. Does Source D show black students agreed with this view? Explain your answer. Yes. Explains the overlap, e.g. physical and moral courage 3 marks. 8 Now read document PM8. Do these sources make you want to change your mind about whether black students agreed with King? Level One: No, just underline how much control and courage the needed Level Two: Questions whether students could be as detached as King 9 If you just read laws and court decisions, would you understand how the change in civil rights came about in the USA in the 1950s and 1960s? Explain your answer. No. Examples of the things you would not understand 2 marks each, max How would you describe the alteration in attitudes and civil rights in the USA as a change or a development? Give reasons for your answer. Level One: Change because things were very different 1 3 marks 3 4 marks 1 3 marks Level Two: Development because number of small events over some years 3 5 marks 98 99

9 3.9 THE EEC Study pages 94 and Study Source A. a) Which historical event was this poster part of? The Marshall Plan. b) The following countries got aid through the Marshall Plan. Mark them on the map opposite, shade them lightly because some countries will have something else marked on them later. Austria, Belgium, Denmark, France, Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Sweden, Switzerland, Turkey, the United Kingdom and West Germany. c) Say whether you think each of the following reasons influenced the USA setting up the Marshall Plan. Yes, did not want to repeat problems caused by falls in demand after the First World i) Not wanting European countries economies to go into a slump. ii) Not wanting communist parties to get support in western Europe. Iron Curtain, domino theory. iii) Wanting a new superpower to develop in Europe. wanted a third superpower. iv) Not wanting problems in Europe to cause US servicemen to fight in a third world war. Yes, worried by the Cold War and the No, there is no reason to believe the Americans Yes, there as a strong feeling in America that our boys had had to fight in Europe twice to sort out the continent s problems. d) This poster was the winner from many entries in a competition. Why do you think it won? Any reasonable suggestion. Give marks for supporting reasons 2 marks, e.g., gives a sense of moving forward, and is colourful, and shows how many different countries are involved. 2 a) How many countries were in the EU under the Treaty of Rome? Six. b) Mark them on the map opposite. c) What does the map show you that would help economic co-operation and unity? Explain your answer. They are next to each other 2 marks. d) The EEC comprised of six countries; the Marshall Plan covered 16 countries. Does this mean the Marshall Plan was a failure? Level One: Assertions Level Two: Accepts proposition numbers 2 4 marks e.g. Yes, because only 6 of the 16 joined in. Level Three: Considers the aims of the Marshall Plan 5 7 marks Answers show that the Marshall Plan may have had more than one aim (they may refer back to their answer to Question 1 c) and consider whether other aims might have been met. CHANGE 3 Study Source B. Summarise the five aims of the EU as in Source B in no more than four words for each. These reasons can be in any order. each: economic development; expansion; stability; higher standard of living; closer relations. f ) Which of these aims were changes in relations between countries in Europe? Explain your answer. The aims were all normal for a single country, what was different was that they were aims for a group of countries 2 marks. g) Why do you think the six countries agreed to these aims? Explain your answer. Level One: Answers with a single reason Level Two: Answers with more than one reason 4 Why are the ideas in the bubbles in the cartoon described as developments not changes? Explain your answer. They show how the idea progressed with a number of small changes 2 marks. per reason

10 3.10 THE EU SINCE 1970 Study pages 96 and Using the key at the top of the map, shade in the way the EU expanded. 3 a) Write a paragraph to explain how the EU s growth has made decision-making harder. Answers should cover: difficult to get unanimous agreement. More areas of co-operation but not all in opting out (e.g only 17 of 27 members using the euro). More bureaucracy, things take longer to organise. b) Write a sentence to define opting out. e.g. Opting out is choosing not to join in one of the co-operative parts of the EU, for instance the euro. c) Write a sentence to define bailout. e.g. Long-term, low interest loans provided to EU member countries by the EU and the IMF. d) In groups work out the best way to explain the Eurozone crisis to the youngest children in your school. Drama? A PowerPoint presentation? A simple diagram with a talk and questions? Award marks for clarity and organisation of material. P CHRONOLOGY 4 Mark the main events in the development of the EU above the timeline. Mark the events in international relations covered in Unit 3.3 and the collapse of the Soviet Block in Eastern Europe in 1989 below the line. Council of Europe 3 new members Coal & Steel Com. EEC new member new member 2 new members 3 new members 9 new members 2 new members Proposed constitution 2 a) How did the geography of the EU change with the countries that joined in the 1980s? All three were southern, two with significant Mediterranean coastlines 3 marks. b) Except for Malta and Cyprus, what did the countries that joined in the 2000s have in common? All come from the old Soviet Eastern Block and shift the centre of gravity eastwards 3 marks Vietnam Korean War Czecholslovakia Afghanistan Berlin airlift Hungary Cuba Berlin Wall 5 Is there any connection between the two sets of events? Explain your answer. Expansion got faster as the Cold War ended 3 marks. c) Compare this map with the one on page 101. How has the EU changed? It has got much larger. Changed from being a Western European institution, to a pan-european one 2 marks

11 3.11 THE FALL OF COMMUNISM Study pages 98 and What were the three main problems Gorbachev faced in 1985? These reasons can be in any order. each: state of the economy; Government spending; huge, slow and corrupt bureaucracy. 2 a) Explain how bureaucracy and inefficiency were problems in Soviet industry. The example of broken machines when a machine needed fixing the worker had to report the problem to a supervisor, who would in turn request a engineer, who might takes days or weeks even if the worker could have fixed the machine 2 marks. b) Give two further problems with Soviet industry. Drunkenness, absenteeism; just production targets, no quality control each. 3 a) What was perestroika and how was it intended to improve the situation in the Soviet Union? Restructuring industry to reduce state control. Make industry more efficient and improve the economy. b) What was glasnost and how was it intended to improve the situation in the Soviet Union? Openness a less repressive society, with greater freedom of speech. Help reform, ease tensions with satellite states and help get foreign investment. c) Do you think Gorbachev had to introduce both these policies together? Explain your answer. Yes. Any sensible reason 2 marks, e.g., could not reduce control in economy but keep it in every other sector. 4 a) Perestroika and glasnost were very popular why was this a problem? Because it raised expectations that could not be met 2 marks. b) What was the other big challenge to the changes Gorbachev wanted to make? The obstructive bureaucracy 2 marks. 5 Give four ways in which life got worse for many people in the Soviet Union after the introduction of perestroika and glasnost. These reasons can be in any order each: wage cuts; price rises; increasing unemployment; shortages. 6 a) Source A is based on a historical allusion. What is it? Roman arena or Games ; Perestroika and glasnost are shown as Christians being thrown to the lions ; Gorbachev is shown as the Emperor 2 marks. b) What can you see in Source B, which suggests a moment of crisis? It looks like an impromptu meeting outside. Journalists are holding tape recorders to catch Yeltsin s words 2 marks. Yeltsin (and many others) are standing on a tank you can see the main gun barrel to the left 2 marks. c) Do you think that the photograph is just part of what was happening or that people had thought carefully about the image they wanted to create? Explain your answer using details from the photograph. Answers may argue either yes or no. The best answers are balanced, considering both yes and no and coming to a conclusion. Up to 6 marks for using evidence in support of the answer (2 marks each). A further 4 marks for considering evidence which supports the other answer. for a conclusion after looking at the evidence. Evidence could include: displaying the flag in the background; framing the event in front of the Russian White House ; choosing to give the speech on a tank. d) The coup against Gorbachev was unpopular. How far does the photograph support this statement? Give reasons for your answer. Level One: Picks things which suggest it does e.g. crowds 1 3 marks Level Two: Questions whether this is what the photo shows 2 4 marks e.g. not very much, half the people aren t even looking at him, and the rest are journalists. Level Three: Questions the reliability of the photograph 4 6 marks CAUSATION 7 Explain how glasnost can be seen as one of the causes of the coup attempt against Gorbachev in August Level One: Generalised answers and assertions Level Two: Sees glasnost as one of a group of causes 3 5 marks Here students accept that glasnost was a cause, and discuss others, but do not make clear the links that show how glasnost was a cause. Level Three: Answers that discuss the links between glasnost and the coup 6 8 marks 8 Gorbachev wanted to strengthen the Soviet Union, so he cannot have been part of the cause for its collapse. Do you agree? Give reasons for your answer. Level One: Agree with the proposition Level Two: Theory without history 3 4 marks Answers recognise that this proposition is foolish, but they explain their answer in general terms without referring to the events of this unit. Level Three: Answer supported with reference to events 5 7 marks e.g. The last thing that Gorbachev wanted was the end of the Soviet Union, but he did play a part in its end. He wanted glasnost and perestroika to make the country stronger, but they just showed how weak it was, and because things were not kept a secret any more, the people in the Soviet Union and in the other countries began to see the government as weak and that they could change it

12 3.12 CHANGES IN SCIENCE AND TECHNOLOGY CHANGE Study pages 100 and Explain four ways in which people s lives in the West have been changed by science and technology in the last 100 years. These reasons can be in any order each. live longer; healthier; more possessions; use more resources. 2 The Student Book makes a distinction between developed, developing and underdeveloped countries. What does each term mean (give an example of a country that falls in each type). a) developed: b) developing: c) underdeveloped: 3 Using the example of VHS and Betamax video systems, explain: a) how a company can make a successful innovation and still fail b) what sorts of factors may decide whether a development succeeds or fails. 4 a) When was electricity discovered? fully industrialised example. industrialising fast example. Level One: Monocausal answers 1 3 marks Level Two: Multicausal answers 4 6 marks Level Three: Web of causation answers 8 10 marks Answers show the connections between different factors in a multi-causal answer. The factors might include marketing, fashion, fitness for purpose, customer-focused product development (Betamax had more than the customer needed) and content (films) Answers may suggest any sensible factors (like those above) 2 marks per factor. 1820s and 1830s. not yet significantly industrialised, example. b) What barriers were there to the greater use of electricity in the nineteenth and the first half of the twentieth century? How to transmit electricity over a long distance. 5 a) How many hours do you spend watching TV in a week, on average? No marking for this b) Do you also listen to the radio? If so, explain what it gives you that TV can t. No marking for this 6 Study the graph opposite. Say whether or not you think each of these factors have affected the death rate in the Netherlands and give reasons for your answer in each case. a) medical changes (the identification of germs and the development of drugs) Yes. Explanation 2 marks, e.g. better cures meant fewer people died from disease. b) social changes (improvements in living conditions and diet) Yes. Explanation 2 marks, e.g. with better houses and food people would be less likely to get disease and die. c) political changes (improved access to healthcare and mass vaccination) 7 Human beings live in a world of constant progress. Is this true? Explain your answer. Netherlands death rate per 1,000 Yes. Explanation 2 marks, e.g. this meant that all people, not just the rich, got the best medicine and so they were all less likely to catch disease and die. Level One: Assertions Level Two: Yes - generalised suooort 2-3 marks Level Three: No refers to the uptick in death rate from 1960s 4 5 marks Level Four: Yes specific support 5 7 marks Answers do not discuss the uptick in the death rate, but they do give details of things that are progress they may well range across all the areas discussed in the unit and not just refer to medicine. Level Five: Balanced answers 8 10 marks Answers refer both to improvements and to change that may not be progress they can draw on their own examples for this and need not be restricted to the uptick in the death rate

13 3.13 THE INTERNET AGE CHANGE Study pages 102 and Imagine you are setting up and running a new school. Describe the ways in which you would use the ability, through computers and the Internet, to communicate, publish and access content. These questions are designed to stimulate thought and discussion, and may not need marking in the conventional sense. Suggestions are provided if you wish to mark them Any sensible examples each. E.g. log-on page with daily news and information; internet site for parents; blogs. a) communicate: Any sensible examples each. E.g. collections of all worksheets, homework tasks etc, organised by year and department. b) publish: Any sensible examples each. E.g. textbooks replaced by on-line content pages, accessed from home or wireless network inschool. c) access content: 2 Give examples of the ways in which using the Internet as you run your school would enable you to: a) do new things which have not been done before Any sensible examples each. b) save money by doing things more cheaply or more efficiently Any sensible examples each. 3 a) Many schools do not use the Internet and computers as much as they could. Is this true of the school that you go to? Give reasons for your answer. Answers may argue either yes or no. The best answers are balanced, considering both yes and no and reaching a conclusion. Up to 3 marks for using examples in support of the answer. Up to a further 2 marks for considering examples which support the other answer. for a conclusion after looking at the evidence which supports both answers. b) What reasons stop schools from using the Internet and computers as much as they could? Level One: Answers with a single reason Level Two: Answers with more than one reason Reasons could include: conservatism; the cost of change etc. 4 During this course, we have looked at many different changes that have affected different societies at different times. Does your answer to Question 3 help you understand why change was sometimes slow in the past? Level One: Generalised answers Level Two: Answers supported with examples 5 a) Why were American universities interested in linking their computers? To share information. b) Why was the US government interested in linking computers together? c) Read the section about how data is transferred by the Internet. Why would the Americans think this system would give them an advantage if their country was attacked with nuclear missiles? d) The Internet we have today is a by-product of US military needs and spending during the Cold War. What does the phrase by-product mean and is this claim true? per reason 3 5 marks To keep communication open in the case of a natural disaster or attack each. Because the system is self-routing. The destruction of any part does not stop the rest of it working 2 marks. A by-product is a side-effect, something made possible because something else was done 2 marks. Yes, supported with relevant evidence 2 marks

14 3.14 ROTTERDAM AND WORLD TRADE Study pages 104 and a) Mark and label on this detail from Source A the areas used as the port in Rotterdam. b) Is this port natural or man-made? Give reasons for your answer. Man-made. Reasons based on Source A 2 marks. Reasons based on Source A and Source B 4 marks. 2 Study the map of the growth of Rotterdam s port. a) When was Rotterdam s growth slowest? b) What affected growth between 1940 and 1946? War 2 marks. c) When was its most rapid growth? Study Source C. a) What kinds of infrastructure does Source C show supporting the port in the 1800s? Nieuwe Waterweg, a deepwater channel. Railways. Bridges. A the steam crane. CHANGE 4 Study Source D. a) Which parts of the world trade through Rotterdam today? Europe (especially north west), Great Britain, America, Asia each. b) Use the map opposite to compare today s important trading partners with those of the Golden Age. i) Which ones are the same? NORTH Iron Key SEA Copper Fur Herring North-west Europe, America, Asia each. ii) How can you explain the changes? Level One: Answers with a single reason Level Two: Answers with more than one reason 5 How has the development of bigger ships influenced Rotterdam? New docks out in the sea to take bigger ships 2 marks. 6 Why has Rotterdam grown faster in some periods than others? Level One: Answers with a single reason Level Two: Answers with more than one reason Timber Dutch trade routes Tar Areas under Dutch control Pitch Wheat Ports under Dutch control Wool Rye ATLANTIC Other major ports Danzig NORTH OCEAN DUTCH Spices Goods shipped to the Dutch Republic Amsterdam AMERICA REPUBLIC EUROPE NEW ASIA Wine NETHERLANDS AZORES Wool CHINA JAPAN Tobacco Canton Chinsura Tea Nagasaki Silk Calcutta Amoy Silk WEST INDIES Porcelain Luxury goods Port Tobacco Bombay INDIA Macao PACIFIC St. Martin AFRICA Zeelandia Curaçao Gorée Goa Madras Cloth Manila OCEAN CAPE VERDE Cochin Negapatam PHILIPPINES GUIANA IS. Slaves Accra CEYLON Malacca Camphor, Pepper, Columbo Stabroek Sugar Sandalwood Axim DUTCH Cloves Mombasa (Georgetown) Cinnamon BRAZIL Pepper NEW Zanzibar Sunda Macassar Sugar Balavia Mauritsstad Mauritius SOUTH Mozambique JAVA TIMOR GUINEA Strait Tea AMERICA Cape Town Teak NEW HOLLAND Provisioning (Unknown except for Madagascar ATLANTIC Station West Coast) INDIAN N OCEAN OCEAN 7 Which is more important in the development of Rotterdam continuity or change? Give reasons for your answer. per reason per reason Level One: Assertions for asserting it is either, 2 for assertions that it is both. Level Two: Explains why change 3 5 marks e.g. Change is much more important. The port used to just be at the edge of the town, but it has got further and further out because the ships got bigger and bigger. It is now in a different place to where it was before and a completely different size. Level Three: Explains continuity 5 7 marks e.g. I think it has stayed the same really, so that is the most important. It has just moved further towards the sea as the ships got bigger; it is always where it needs to be to get the top ships. Level Four: Discusses importance of both change and continuity 8 10 marks b) How many of these were available in 1626, when Source A was drawn? Bridges. Canalising

15 3.15 RESOURCES Study pages 106 and What is happening to the demand for energy? It is increasing. 2 Think back through the history you have covered in this course. a) Give two examples of renewable energy being used in the past. each for two examples. E.g. sailing ships; windmills. b) Keeping with the two examples you have just chosen, what sort of energy is used to do those jobs now? Obviously these must follow from the answers above for each change. E.g. Sailing ships replaced by steam ships, which were replaced by diesel-driven ships (2) Windmills replaced by steam pumps, then electric or internal-combustion engines (3 marks). 3 Read the information box about town gas. Listed below are factors describing the energy used for domestic heating and lighting before the widespread use of town gas. Complete the table by suggesting what problems might be associated with the old ways. The tinted box has some suggestions you might be able to use. Lighting candles and oil lamps Cooking coal, woodburning ovens or open fires Heating coal or wood fires Not very good light Danger of fires from open flame and from oil spills Not very good light Danger of fires from open flame and from oil spills Not responsive took a long time to heat up or cool down Caused pollution from smoke in parts of towns where people lived Dirty Coal or wood had to be bought and stored Caused pollution from smoke in parts of towns where people lived Dirty Coal or wood had to be bought and stored coal or wood had to be bought and stored danger of fires from open flame and from oil spills caused pollution from smoke in parts of towns where people lived dirty not very good light not responsive took a long time to heat up or cool down 4 People in towns did not change to using town gas in a short time. Gradually more people used it every year. Would they have thought of the move to town gas as progress? Explain your answer. Level One: Assertions Level Two: No generalised support 2 marks Level Three: Yes generalised support 3 marks e.g. yes, they would because it was so much better than what they had before. Level Four: Yes specific support 4 5 marks e.g. it would be real progress. They could get heat and light just by turning on a gas tap, but P before they would have had to make a smoky fire which would take a very long time and make the whole place dirty. 5 Were any of the things used for cooking, heat and light before town gas renewable sources of energy? candles; wood each. 6 a) How did switching from town gas to Slochteren gas cut down pollution in the Netherlands? Pollution of the gas works, including poisonous by-products, ended. b) Do you think people in the 1960s thought this was progress? Give a reason for your answer. Level One: Assertions Level Two: No - generalised support Level Three: Yes - generalised support Level Four: Yes - specific support 7 a) Does Source C show progress? Give reasons for your answer. Either yes or no is acceptable. Yes because this is new, low-pollution renewable energy. No because wind power has been used in the Netherlands for centuries. b) Does your answer to a) mean that everybody is in favour of wind farms? Give reasons for your answer. 8 The opposite of progress is regress : things getting worse. Your teacher will give your group a side to take in the argument in Source A. Think about all the things you will say to support your argument. Think about all the things your opponents might say and how you would argue against them. List one word trigger words here. 9 Can people tell whether something is progress or not at the time? If so, what questions do they have to ask? If not, why not? 2 marks 3 marks 4-5 marks No. Explanation can either be about the objections to wind farms (environmental) or picking up the idea that progress isn t universally popular 2 marks. Up to 3 marks for using evidence in support of the answer. Up to a further 2 marks for considering evidence which supports the other answer. for a conclusion after looking at the evidence which supports both answers. YES Giving sensible tests 2 marks each Considering reasons for no 2 marks A conclusion NO Giving sensible reasons 2 marks each Considering reasons for yes 2 marks A conclusion