F984. HISTORY B Using Historical Evidence Non-British History ADVANCED SUBSIDIARY GCE. Thursday 20 January 2011 Morning

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1 ADVANCED SUBSIDIARY GCE HISTORY B Using Historical Evidence Non-British History F984 *F * Candidates answer on the answer booklet. OCR supplied materials: 8 page answer booklet (sent with general stationery) Other materials required: None Thursday 20 January 2011 Morning Duration: 1 hour 30 minutes * F * INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces provided on the answer booklet. Please write clearly and in capital letters. Use black ink. Read each question carefully. Make sure you know what you have to do before starting your answer. Answer both sub-questions from one Study Topic. Do not write in the bar codes. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question or part question. The total number of marks for this paper is 50. This question paper contains questions on the following four Study Topics: The Vikings in Europe 790s 1066 (pages 2 4) The Italian Renaissance c1420 c1550 (pages 6 7) European Nationalism : Germany and Italy (pages 8 10) Race and American Society s (pages 12 14) You should write in continuous prose and are reminded of the need for clear and accurate writing, including structure of argument, grammar, punctuation and spelling. The time permitted allows for reading the Sources in the one Option you have studied. In answering these questions, you are expected to use your knowledge of the topic to help you understand and interpret the Sources, as well as to inform your answers. This document consists of 16 pages. Any blank pages are indicated. [R/500/8333] DC (NF/SW) 35539/3 OCR is an exempt Charity Turn over

2 1 The Vikings in Europe 790s The impact of the Vikings on Normandy Read the interpretation and Sources 1 7, then answer questions (a) and (b). You will need to turn over for Source 7. Remember not to simply take the sources at face value. Use your own knowledge of the period to interpret and evaluate them. Interpretation: The Vikings who settled in Normandy became a serious threat to the French crown. (a) Explain how far Sources 1 7 support this interpretation. You may, if you wish, amend the interpretation or suggest a different interpretation. If you wish to do this you must use the sources to support the changes you make. [35] (b) Explain how these sources are both useful and raise problems and issues for a historian using them. [15] Source 1: An account of a treaty between the Vikings and the French in 911. A bishop came to Charles, the king of the French, who was with the assembled company of bishops, counts and abbots. The bishop reported the words of Rollo, leader of the Vikings. The bishop reported that Rollo promised a treaty of love and unbreakable friendship and even a promise of military service. He did this because Charles had promised to give his daughter to Rollo as his wife and because Charles had promised to give Rollo lands along the coast which will be held by Rollo and his offspring for ever. The bishop said that Rollo would put his hands into those of the king and swear loyalty and recognise that Charles was his lord. This act will also show that Rollo s promise to give you military service for the rest of his life was real and long lasting. The bishop finished by saying With this act, dear king, you will be greatly strengthened through him and with Rollo s help you will grow strong and be able to stand against those who are opposing you. The assembled French rejoiced at what the bishop had reported and every man present urged the king to give his daughter and the land to Rollo. From the Dudo of St. Quentin, History of the Normans, written some time after these events. Source 2: A record of Rollo s conversion to Christianity. In the year of our Lord 912 the Viking chieftain Rollo was baptized in holy water in the name of God by Franco, archbishop of Rouen. He was given the name of his godfather, Duke Robert. Rollo honoured God with great devotion and gave the Holy Church many gifts. The pagan Vikings, seeing that their chieftain had become a Christian, abandoned their idols, believed in Christ, and, as one man, wanted to be baptized. Rollo gave assurance of security to all those who wished to dwell in his new land of Normandy. From the Chronicle of St. Denis based on Dudo s and William of Jumièges recording of events in 912.

3 Source 3: A record of events in Normandy in Rollo divided the land amongst followers and because it had been unused for a long time improved it by the construction of new buildings. It was peopled by Viking warriors and other immigrants from outside regions. The new Duke Rollo established for his subjects certain unbreakable rights and laws, confirmed and published by the leading men of the land. He forced all of his people to live peaceably together. He rebuilt the churches which had been entirely destroyed by the ravages of the pagans. He repaired and added to the walls and fortifications of the cities. Rollo subdued the Bretons who rebelled against him; and with the wealth taken from them he supplied all the country that had been given to him by the king of the French. From The Chronicle of St. Denis based on Dudo s and William of Jumièges recording of events in 912 AD. Source 4: A modern account of Viking settlement in Normandy. With the death of Rollo France s Viking Ages had come to an end. Among all Vikings who had settled outside their native lands none can match Rollo s legacy. By the end of the century Normandy was a secure powerhouse that spread from the borders of Picardy in the north to Brittany in the south. Less than a century beyond this Normans descended from Rollo were ruling over England and parts of Italy. By then there was little left of the loutishness that had caused the King of France, Charles the Simple, to be thrown over the back of his chair when Rollo had been made Duke of Normandy. The Normans had become French in manner and way of life. From a book written in Source 5: An account of events in the reign of Duke William Longsword ( ). King Louis of France had been exhausted by the blows of many setbacks and weakened by many disasters. He came to Duke William of the Normans at Boisemont and pleaded with him for help. He begged William to support him against the rebelling French and to help him obtain the assistance and friendship of Henry the King of the Germans. Duke William of the Normans was moved by compassion for King Louis distress and took him to his residence in the town of Rouen. There he entertained Louis with great honour according to his station as King of the French and also supported all of his followers. Louis stayed in Duke William s house just like one of his servants. Louis would wait like a beggar for William s handouts. From the Dudo of St. Quentin, History of the Normans, written some time after these events. Source 6: An account of Richard I, the Fearless, Duke of Normandy How willingly would the men of the Church and the common people submit to the orders of so great a duke as Richard! For indeed, through the aid and mercy of all powerful God and the caring support of Duke Richard, the church of Christ was elevated. The buildings of the Church were made beautiful and richly decorated. Indeed, by his orders the sacred customs of the Church were conducted according to God s word. As a result the light of God shone upon the clergy and elevated them to high position. So too this light shone with the brightness of the moon on all of the Christian people. Richard s kindness for the innocent life and his support of the Church placed him, a layman, at the helm of the Church and the keeper of all things Sacred. He would surpass all in action and word, he would glitter with good manners and with the light of his merits. From the Dudo of St. Quentin, History of the Normans, written some time after these events. [TURN OVER FOR SOURCE 7] Turn over

4 Source 7: An account of a war in 1053 and The French had envied the Normans ever since they had occupied and cultivated the lands of the French. The French had encouraged their kings to turn against the Normans and argued that the Normans had taken their ancestors lands by force. Due to this envy and the evil advice of some men in his court and insults thrown at him by the Norman duke, King Henry became angry and launched an attack on Normandy. He invaded with two armies; one consisting of chosen and brave noblemen under the command of his brother Odo. Henry sent this army to subdue the Pays de Caux. Henry led the other army personally with Count Geoffrey of Anjou at his side to overthrow the county of Evreux. When the Duke of the Normans saw the size of the invasion and the danger to his people, he was moved by deep and noble grief. He at once chose soldiers whom he quickly sent out to attack the French pillaging of the Pays de Caux. Escorted by some of his men he himself marched against King Henry with the intention of inflicting heavy punishment upon him for the invasion. Meanwhile the other Normans found the French at Mortemer totally preoccupied with burning houses and rape of women. Battle was joined at dawn and the fighting continued until noon with considerable bloodshed. The Gesta Normannorum Ducum of William of Jumièges, Orderic Vitalis, and Robert of Torigni, written originally in the late 11 th century.

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6 2 The Italian Renaissance c1420 c The Scientific Renaissance Read the interpretation and Sources 1 7, then answer questions (a) and (b). Remember not to simply take the Sources at face value. Use your knowledge of the period to interpret and evaluate them. Interpretation: The Renaissance caused a revolution in the sciences. (a) Explain how far Sources 1 7 support this interpretation. You may, if you wish, amend the interpretation or suggest a different interpretation. If you do this you must use the sources to support the changes you make. [35] (b) Explain how these sources are both useful and raise problems and issues for a historian using them. [15] Source 1: Leonardo da Vinci sets out ideas for new military technology. I have invented a sort of extremely light and strong bridge. It can be easily carried, and with it you may pursue, and at any time flee from the enemy. I can also make covered chariots carrying cannons, which are safe and difficult to attack so that no one can defend against them. And behind these, foot soldiers could follow quite unhurt and without anything stopping them. If the cannon bombardment fails, I would also make catapults and other effective machines which are not in common use. In short, I can invent endless means of attack and defence. And if any one of the above-named things seems to any one to be impossible, I am most ready to demonstrate these new weapons wherever it pleases your Excellency to whom I humbly commend myself. From a letter by Leonardo da Vinci to the Duke of Milan, in about Source 2: A sketch of a flying machine. From Leonardo da Vinci s sketches made in the 1490s.

7 7 Source 3: Claims of a universal cure-all. I have been chosen by God to blot out all the errors of earlier thinkers, even Aristotle and Galen. I have a hidden treasure, called the Tincture of the Philosophers a treasure which neither Pope Leo nor Emperor Charles could purchase with all their wealth. The Tincture of the Philosophers is a medicine which cures all diseases, just like an invisible fire. The dose is very small, but its effect is most powerful. Using it I have cured leprosy, venereal disease, colic, scab, also cancer and all types of internal diseases, more successfully than anyone could believe. People in Germany, France, Italy, Poland and Bohemia will provide most ample evidence of this fact. From the writings of the alchemist Paracelsus the Great, in about Source 4: A description of Leonardo da Vinci s methods. In order that he might be able to paint the various joints and muscles of the human body as they bend and stretch according to the laws of nature, he cut up the corpses of criminals, not bothered by this inhuman and sickening work. He then listed with extreme accuracy all the different parts of the body, down to the smallest veins. From a description of da Vinci at work, written by a doctor in Source 5: A Protestant view of Copernicus. There is talk of a new astronomer who wants to prove that it is the earth that moves and goes around instead of the sky, the sun, the moon. But that is how things are nowadays: when a man wishes to be clever he must invent something special, and the way he does it must be the best! The fool wants to turn the whole art of astronomy upside-down. From the Table Talk of the Protestant leader Martin Luther, a collection of his conversations with students and university colleagues, first published in Source 6: A description of the practice of medicine. After the fall of the Roman Empire all the sciences which had been flourishing and properly practised ceased to exist. Since then doctors in Italy stopped working with their hands and they began to tell their assistants what operations they should perform while they stood alongside. And so over time, the actual act of curing the sick was no longer done by doctors, who ended up simply prescribing drugs and diets while they left the rest of medicine to their assistants. From The Fabric of the Human Body by Andreas Vesalius, Source 7: A description of the achievements of the age. The sustained effort of many clever men has led to such success that today our age can be compared to the most learned times that ever were. For now we see the ancient languages restored, and not only the deeds and writings of the ancient Greeks and Romans brought back to light, but also many fine things newly discovered. Never has mathematics been so well known, nor astrology, the universe, and navigation better understood. Physics and medicine were not in a state of greater perfection among the ancient Greeks and Arabs than they are now. Arms and military instruments were never so destructive and effective, nor was there equal skill in handling them. From The Excellence of this Age by a French doctor of medicine, Turn over

8 3 European Nationalism : Germany and Italy 8 The causes of nationalism in nineteenth-century Germany and Italy Read the interpretation and Sources 1 7, then answer questions (a) and (b). You will need to turn over for Source 7. Remember not to simply take the sources at face value. Use your own knowledge of the period to interpret and evaluate them. Interpretation: Economic issues drove developments in Germany and Italy in the nineteenth and early twentieth centuries. (a) Explain how far Sources 1 7 support this interpretation. You may, if you wish, amend the interpretation or suggest a different interpretation. If you do this you must use the sources to support the changes you make. [35] (b) Explain how these sources are both useful and raise problems and issues for a historian using them. [15] Source 1: A description of Germany in Thirty-eight customs boundaries cripple inland trade. The merchant trading between Hamburg and Austria or Berlin and the other states must learn ten customs tariffs and must pay ten successive traffic dues. Anyone who is so unfortunate as to live on the boundary line between three or four states spends his days among hostile tax gatherers and custom-house officials; he is a man without a country. A contemporary description of conditions in Germany in Source 2: The view of an Italian priest. The Papacy is supremely our nation s because it created the nation and has been rooted here for eighteen centuries. It is concrete, living and real. That the Papacy is naturally, and should be, the ruler of Italy is a truth. The benefits Italy would gain from a political confederation under the moderating authority of the Pope are beyond count. For such a co-operative association would increase the strength of the various princes without damaging their independence, it would remove the causes of disruptive wars and revolutions at home and make foreign invasion impossible. It would give us an honour we had in the past by placing Italy again in the first rank of nations. From On the moral and civil primacy of Italians by Gioberti, a priest, published in 1843.

9 9 Source 3: A programme of reform. The Diet has so far not fulfilled the tasks set it by the Act of Confederation in the fields of representation by different classes, free trade, communications, navigation, freedom of the press. On the contrary the press is harassed by censorship; the discussions of the Diet are enveloped in secrecy. The only expression of the common German interests in existence, the Customs Union, was not created by the Confederation. The liberation of the press, open judicial proceedings with juries, freeing the land and its farmers from medieval burdens, and reduction of the cost of the standing army were discussed at length, as were the constitutional means that could be used to give force to the just demands of the people. Particular attention was given to possible ways of reducing poverty and, a closely related topic, of reforming the system of taxation. The Hippenhelm Programme, This was drawn up by a meeting of liberals from the south-western German states and published in a nationalist newspaper. Source 4: A description of the Kingdom of the Two Sicilies. Our land is as fertile as almost anywhere in Italy but it is deserted or else cultivated by a handful of wretched peasants. In such a fertile kingdom which could feed double its present population there is often a bread shortage and people can be found dead of starvation. Two railways have been built, the second to link up the two royal palaces of Naples and Caserta. Nothing is done for the provinces of Sicily. When Sicilians go to market they have to climb over cliffs or risk drowning themselves in swollen rivers. There is only one road in Calabria and that a bad one. Written anonymously in 1847 by a political prisoner who spent four years in prison in Naples. Source 5: The views of the government of a German state. Wurttemberg s trade routes go in the main towards the North Sea. A breach of the tariff links with Prussia, who rules the Rhine for a long stretch on both banks, would cause the most damaging disturbance of trade. During the 18 years that the Zollverein has existed, contacts in trade have become so many and the interests of the businessmen have so interlocked with each other that the tearing apart of these countries would be accompanied by the most damaging effect upon industry and trade. From a report in 1851 from the Wurttemberg Central Office for Industry and Trade on whether to join a new Customs Union with Austria. Source 6: The view of an Italian radical. We must tell you privately but clearly that your sources of information about public opinion are wrong. They have deceived you into thinking the whole of Italy a volcano ready to erupt. The ordinary people are neither educated enough nor have they the strength to move or to support a revolution once it has begun. A letter from Agostino Bertani, a radical politician, to Mazzini in [TURN OVER FOR SOURCE 7] Turn over

10 10 Source 7: A view from Britain. A British postcard, 1914.

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12 12 4 Race and American Society, s The Role of the Federal Authorities in Changing Attitudes Read the interpretation and Sources 1 7, then answer questions (a) and (b). You will need to turn over for Sources 6 and 7. Remember not to simply take the sources at face value. Use your knowledge of the period to interpret and evaluate them. Interpretation: The federal authorities had little influence on the way African Americans were treated. (a) Explain how far Sources 1 7 support this interpretation. You may, if you wish, amend the interpretation or suggest a different interpretation. If you do this you must use the sources to support the changes you make. [35] (b) Explain how these sources are both useful and raise problems and issues for a historian using them. [15] Source 1: A cartoon entitled Worse than slavery. A cartoon about the post-civil War period from a northern magazine published in Source 2: A Supreme Court judgement. Legislation is powerless to wipe out racist attitudes or to abolish distinctions based on physical differences, and the attempt to do so can only emphasise the differences of the present situation. If the civil and political rights of both races be equal, one cannot be inferior to the other civilly or politically. If one race is inferior to the other socially, the Constitution of the United States cannot put them on the same level. From the final judgement in the case of Plessy v. Ferguson, 1896.

13 13 Source 3: A speech about how African Americans should be educated. Of course the best type of education for the coloured man, taken as a whole, is such education as is provided in schools like Tuskegee; where the boys and girls, the young men and young women, are trained industrially as well as in the ordinary school curriculum. The graduates of these schools turn out well in the great majority of cases, and hardly any of them become criminals, while what little criminality there is never takes the form of brutal violence which encourages lynchings. Every graduate of these schools who leads a life so useful and honourable as to win the good will and respect of those whites whose neighbour he or she is, thereby helps the whole coloured race as it can be helped in no other way. From President Theodore Roosevelt s State of the Union Address, Source 4: The Supreme Court overturns the original judgement in the Scottsboro case. Clarence Norris is one of nine Negro boys who were accused in March 1931, in Jackson County Alabama, for the crime of rape. On being brought to trial, eight were found guilty. This Court reversed the judgments of guilty upon the ground that the defendants had been denied a fair trial in that the trial court failed to appoint lawyers to aid the accused in preparing and presenting their defence. From a judgement in the case of Norris vs. Alabama, Source 5: The findings of a federal government commission. 2. Registration records indicate that county registrars in a large number of Mississippi counties have discriminated against Negroes in voting registration tests primarily by (a) giving Negroes more difficult constitutional sections to interpret than whites; (b) disqualifying Negroes for errors in the completion of the application form or in the interpretation of the selected constitutional section when comparable or greater errors failed to disqualify white applicants; and (c) giving help to white applicants but not to Negroes. From Voting in Mississippi: A Case Study, the report of the Commission on Civil Rights established in [TURN OVER FOR SOURCES 6 AND 7] Turn over

14 14 Source 6: A photograph of a protest. A photograph of Elizabeth Eckford arriving at Little Rock Central High School, 3 September Source 7: A speech by a white politician. In our time change has come to this Nation. The American Negro, acting with impressive restraint, has peacefully protested and marched, entered the courtrooms and the seats of government, demanding a justice that has long been denied. The voice of the Negro was the call to action. But it is a tribute to America that, once aroused, the courts and the Congress, the President and most of the people, have been the allies of progress. But freedom is not enough. It is not enough just to open the gates of opportunity. This is the next and more profound stage of the battle for civil rights. We seek not just freedom, but opportunity not just legal equality but human ability not just equality as a right and a theory, but equality as a fact and as a result. From a speech made by President Lyndon B. Johnson at Howard University, Washington D.C., Howard University had a majority of African American students.

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