American Civil War Essay
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
HISTORY
0470/02
For Examination from 2015
Paper 2
SPECIMEN MARK SCHEME
2 hours
MAXIMUM MARK: 50
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 7 printed pages and 1 blank page.
© UCLES 2012
[Turn over
2
Option A: 19th Century topic
WAS THE AMERICAN CIVIL WAR CAUSED BY SLAVERY?
1
Study Source A and B. How far do these two sources disagree? Explain your answer using details of the sources.
Level 5 Compares overall points of view of sources about the causes of the Civil War
Level 4 Agreement and disagreement of detail or sub-messages …show more content…
Level 3 Agreement or disagreement of detail or sub-messages
[6–7]
[5]
[3–4]
Level 2 Identifies information that is in one source but not in the other or states that the sources are about the same subject
[2]
or
Level 2 Compares the provenance of the sources
[2]
2
Level 1 Writes about the sources but makes no valid comparison
[1]
Level 0 No valid response
[0]
Study Source C. Are you surprised by this source? Explain your answer using details of the source and your knowledge.
Level 5 Contextual knowledge or cross-reference used to explain surprise and lack of surprise
[7–8]
Level 4 Contextual knowledge or cross-reference used to explain surprised or not surprised about the attitudes of the author
[5–6]
Level 3 Answers that use contextual knowledge or cross-reference to explain surprise or lack of it with the content of the source
[3–4]
Level 2 Analyses source appropriately but fails to say whether surprised or not
[2]
Level 1 Surprised or not surprised by some incidental detail in the source
[1]
Level 0 No valid response
[0]
© UCLES 2012
0470/02/SM/15
3
3
Study Sources D and E. Was Lincoln lying in one of these sources? Explain your answer using details of the sources and your knowledge.
Level 5 Yes and No – uses contextual knowledge/cross-reference to explain
[7–8]
Level 4 Yes or No – uses contextual knowledge/cross-reference to explain
[5–6]
Level 3 No – Reconciles the sources
[4–5]
Level 2 Yes – answers based on the differences between the two sources.
Must be explained using the sources.
[2–3]
Level 1 Assertions without support e.g. yes because they differ, no he just changed his mind. [1]
Level 0 No valid response
4
[0]
Study Source F. Why was this source published in May 1861? Explain your answer using details of the source and your knowledge.
Level 6 Explanation of purpose in context
[7]
Level 5 Explanation of message in context
[6]
Level 4 Explanation of the purpose of the cartoon
[5]
Level 3 Valid interpretation of the message of the cartoon
[4]
Level 2 Explanation of the context – but fails to interpret cartoon
[2–3]
Level 1 Describes the cartoon, no interpretation or Misinterprets the cartoon
[1]
[1]
Level 0 No valid response
[0]
© UCLES 2012
0470/02/SM/15
[Turn over
4
5
Study Source G. What is the message of the cartoonist? Explain your answer using details of the source and your knowledge.
Level 4 Big message identified/explained – the cartoonist's view
[7–8]
The cartoonist is criticising the quarrel, e.g. 'The cartoonist is saying how foolish the
North and South are for breaking up the Union, and that nobody but the slave can benefit from what will happen.'
Level 3 Identifies/explains the big message – covers the implications of the split for the slave but does not get to the cartoonist's view
[5–6]
Level 2 Valid sub-messages identified or explained
Only dealing with elements of the cartoon e.g. They are breaking the Union.'
3–4 marks for explanation.
6
[2–4]
Level 1 Describes the cartoon or Misinterprets the cartoon
[1]
[1]
Level 0 No valid response
[0]
Study all the sources.
How far do these sources provide convincing evidence that the Civil
War was caused by the issue of slavery? Use the sources to explain your answer.
Level 3 Uses sources to support and reject the statement
[7–10]
Level 2 Uses sources to support or reject the statement
[4–6]
Level 1 No valid source use
[1–3]
Award up to 2 bonus marks for evaluation of sources (no more than 1 per source).
Source use must be reference to a source by letter, by provenance or by direct quote. There must be examples from source content. There must be an explanation of how this supports/does not support the statement.
Use Y in the margin for each source use in support of the statement and N for each source use rejecting the statement.
© UCLES 2012
0470/02/SM/15
5
Option B: 20th Century topic
WHY DID KHRUSHCHEV PUT NUCLEAR MISSILES INTO CUBA?
1
Study Source A. Why was this cartoon published in the Soviet Union in 1960? Explain your answer using details of the source and your knowledge.
Level 6 Explanation of purpose in context
[7]
Level 5 Explanation of message in context
[6]
Level 4 Explanation of the purpose of the cartoon, e.g. to persuade Russians that the
Soviet
Union had to take action over Cuba.
[5]
Level 3 Valid interpretation of the message of the cartoon
i.e. a message the Russians want to get across
2
[3–4]
Level 2 Explanation of the context – but fails to interpret cartoon
[2]
Level 1 Describes the cartoon, no interpretation or Misinterprets the cartoon – as if the cartoon was giving an American point of view or Anachronisms – thinks the cartoon is about the Missile Crisis
[1]
[1]
[1]
Level 0 No valid response
[0]
Study Sources B and C. How far do these two sources agree? Explain your answer using details of the sources.
Level 5 Compares what sources suggest about Khrushchev's main reason for putting missiles into Cuba – Source B – US missiles in Turkey, to create parity, Source C – to protect
Cuba, because Cuba in danger.
[6–7]
Level 4 Agreement and disagreement of detail or sub-messages
Level 3 Agreement or disagreement of detail or sub-messages
[5]
[3–4]
Level 2 Identifies information that is in one source but not in the other or states that the sources are about the same subject
[2]
or
Level 2 Compares the provenance of the sources
[2]
Level 1 Writes about the sources but makes no valid comparison
[1]
Level 0 No valid response
[0]
© UCLES 2012
0470/02/SM/15
[Turn over
6
3
4
Study Source D. What is the message of this source? Explain your answer using details of the source and your knowledge.
Level 4 Explanation of big message – the cartoonist’s view
[7–8]
Level 3 Big message indentified
e.g. Kennedy is over-reacting to the placing of Soviet missiles in Cuba
[5–6]
Level 2 Valid sub-messages identified or explained
3–4 marks for explanation.
e.g. Kennedy was worried about Cuba.
[2–4]
Level 1 Describes the cartoon or Misinterprets the cartoon
[1]
[1]
Level 0 No valid response
[0]
Study Sources E and F. Was Khrushchev lying in one of these sources? Explain your answer using details of the sources and your knowledge.
Level 6 Yes or No – evaluates the reliability of E and/or F using cross-reference
[7–8]
Level 5 Yes or No – explains the difference as being part of the negotiating process
[5–6]
Level 4 No – explains that E and F do not necessarily contradict each other
[4]
Level 3 No – he just changed his mind
Must be explained using the sources.
[3]
Level 2 Yes – answers based on the differences between the two sources.
Must be explained using the sources.
[2]
Level 1 Assertions without support e.g. yes because they differ, no he just changed his mind. [1]
Level 0 No valid response
© UCLES 2012
[0]
0470/02/SM/15
7
5
Study Source G. Are you surprised by this source? Explain your answer using details of the source and your knowledge.
Level 7 Answers placed in context of the fall of the Soviet Empire and of communism in Eastern
Europe and Russia or the fall of Khrushchev
[8]
e.g. not surprised that Castro is willing to criticise Khrushchev/USSR because
Khrushchev/ USSR not so important to Cuba.
Level 6 Contextual explanation of why Castro worried about safety of Cuba
[6–7]
Level 5 Contextual knowledge or cross reference used to explain surprised or not surprised that this says the US is going to withdraw missiles from Turkey
[5]
Level 4 Answers internal to Source G – relationship between two factors in the source
[4]
e.g. explains surprised that Khrushchev read the message to Castro when he knew that
Castro would be angry.
6
Level 3 Answers based on everyday empathy
e.g. not surprised that Castro did not want to be used as a bargaining chip.
[3]
Level 2 Analyses source appropriately but fails to say whether surprised or not
[2]
Level 1 Surprised or not surprised by some incidental detail in the source
[1]
Study all the sources. How far do these sources provide convincing evidence that
Khrushchev put missiles into Cuba to protect Cuba from the USA? Use the sources to explain your answer.
Level 3 Uses sources to support and reject the statement
[7–10]
Level 2 Uses sources to support or reject the statement
[4–6]
Level 1 No valid source use
[1–3]
Award up to 2 bonus marks for evaluation of sources (no more than 1 per source).
Source use must be reference to a source by letter, by provenance or by direct quote. There must be examples from source content. There must be an explanation of how this supports/does not support the statement.
Use Y in the margin for each source use in support of the statement and N for each source use rejecting the statement.
© UCLES 2012
0470/02/SM/15
8
BLANK PAGE
© UCLES 2012
0470/02/SM/15
Cambridge International General Certificate of Secondary Education
HISTORY
0470/02
For Examination from 2015
Paper 2
SPECIMEN MARK SCHEME
2 hours
MAXIMUM MARK: 50
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 7 printed pages and 1 blank page.
© UCLES 2012
[Turn over
2
Option A: 19th Century topic
WAS THE AMERICAN CIVIL WAR CAUSED BY SLAVERY?
1
Study Source A and B. How far do these two sources disagree? Explain your answer using details of the sources.
Level 5 Compares overall points of view of sources about the causes of the Civil War
Level 4 Agreement and disagreement of detail or sub-messages …show more content…
Level 3 Agreement or disagreement of detail or sub-messages
[6–7]
[5]
[3–4]
Level 2 Identifies information that is in one source but not in the other or states that the sources are about the same subject
[2]
or
Level 2 Compares the provenance of the sources
[2]
2
Level 1 Writes about the sources but makes no valid comparison
[1]
Level 0 No valid response
[0]
Study Source C. Are you surprised by this source? Explain your answer using details of the source and your knowledge.
Level 5 Contextual knowledge or cross-reference used to explain surprise and lack of surprise
[7–8]
Level 4 Contextual knowledge or cross-reference used to explain surprised or not surprised about the attitudes of the author
[5–6]
Level 3 Answers that use contextual knowledge or cross-reference to explain surprise or lack of it with the content of the source
[3–4]
Level 2 Analyses source appropriately but fails to say whether surprised or not
[2]
Level 1 Surprised or not surprised by some incidental detail in the source
[1]
Level 0 No valid response
[0]
© UCLES 2012
0470/02/SM/15
3
3
Study Sources D and E. Was Lincoln lying in one of these sources? Explain your answer using details of the sources and your knowledge.
Level 5 Yes and No – uses contextual knowledge/cross-reference to explain
[7–8]
Level 4 Yes or No – uses contextual knowledge/cross-reference to explain
[5–6]
Level 3 No – Reconciles the sources
[4–5]
Level 2 Yes – answers based on the differences between the two sources.
Must be explained using the sources.
[2–3]
Level 1 Assertions without support e.g. yes because they differ, no he just changed his mind. [1]
Level 0 No valid response
4
[0]
Study Source F. Why was this source published in May 1861? Explain your answer using details of the source and your knowledge.
Level 6 Explanation of purpose in context
[7]
Level 5 Explanation of message in context
[6]
Level 4 Explanation of the purpose of the cartoon
[5]
Level 3 Valid interpretation of the message of the cartoon
[4]
Level 2 Explanation of the context – but fails to interpret cartoon
[2–3]
Level 1 Describes the cartoon, no interpretation or Misinterprets the cartoon
[1]
[1]
Level 0 No valid response
[0]
© UCLES 2012
0470/02/SM/15
[Turn over
4
5
Study Source G. What is the message of the cartoonist? Explain your answer using details of the source and your knowledge.
Level 4 Big message identified/explained – the cartoonist's view
[7–8]
The cartoonist is criticising the quarrel, e.g. 'The cartoonist is saying how foolish the
North and South are for breaking up the Union, and that nobody but the slave can benefit from what will happen.'
Level 3 Identifies/explains the big message – covers the implications of the split for the slave but does not get to the cartoonist's view
[5–6]
Level 2 Valid sub-messages identified or explained
Only dealing with elements of the cartoon e.g. They are breaking the Union.'
3–4 marks for explanation.
6
[2–4]
Level 1 Describes the cartoon or Misinterprets the cartoon
[1]
[1]
Level 0 No valid response
[0]
Study all the sources.
How far do these sources provide convincing evidence that the Civil
War was caused by the issue of slavery? Use the sources to explain your answer.
Level 3 Uses sources to support and reject the statement
[7–10]
Level 2 Uses sources to support or reject the statement
[4–6]
Level 1 No valid source use
[1–3]
Award up to 2 bonus marks for evaluation of sources (no more than 1 per source).
Source use must be reference to a source by letter, by provenance or by direct quote. There must be examples from source content. There must be an explanation of how this supports/does not support the statement.
Use Y in the margin for each source use in support of the statement and N for each source use rejecting the statement.
© UCLES 2012
0470/02/SM/15
5
Option B: 20th Century topic
WHY DID KHRUSHCHEV PUT NUCLEAR MISSILES INTO CUBA?
1
Study Source A. Why was this cartoon published in the Soviet Union in 1960? Explain your answer using details of the source and your knowledge.
Level 6 Explanation of purpose in context
[7]
Level 5 Explanation of message in context
[6]
Level 4 Explanation of the purpose of the cartoon, e.g. to persuade Russians that the
Soviet
Union had to take action over Cuba.
[5]
Level 3 Valid interpretation of the message of the cartoon
i.e. a message the Russians want to get across
2
[3–4]
Level 2 Explanation of the context – but fails to interpret cartoon
[2]
Level 1 Describes the cartoon, no interpretation or Misinterprets the cartoon – as if the cartoon was giving an American point of view or Anachronisms – thinks the cartoon is about the Missile Crisis
[1]
[1]
[1]
Level 0 No valid response
[0]
Study Sources B and C. How far do these two sources agree? Explain your answer using details of the sources.
Level 5 Compares what sources suggest about Khrushchev's main reason for putting missiles into Cuba – Source B – US missiles in Turkey, to create parity, Source C – to protect
Cuba, because Cuba in danger.
[6–7]
Level 4 Agreement and disagreement of detail or sub-messages
Level 3 Agreement or disagreement of detail or sub-messages
[5]
[3–4]
Level 2 Identifies information that is in one source but not in the other or states that the sources are about the same subject
[2]
or
Level 2 Compares the provenance of the sources
[2]
Level 1 Writes about the sources but makes no valid comparison
[1]
Level 0 No valid response
[0]
© UCLES 2012
0470/02/SM/15
[Turn over
6
3
4
Study Source D. What is the message of this source? Explain your answer using details of the source and your knowledge.
Level 4 Explanation of big message – the cartoonist’s view
[7–8]
Level 3 Big message indentified
e.g. Kennedy is over-reacting to the placing of Soviet missiles in Cuba
[5–6]
Level 2 Valid sub-messages identified or explained
3–4 marks for explanation.
e.g. Kennedy was worried about Cuba.
[2–4]
Level 1 Describes the cartoon or Misinterprets the cartoon
[1]
[1]
Level 0 No valid response
[0]
Study Sources E and F. Was Khrushchev lying in one of these sources? Explain your answer using details of the sources and your knowledge.
Level 6 Yes or No – evaluates the reliability of E and/or F using cross-reference
[7–8]
Level 5 Yes or No – explains the difference as being part of the negotiating process
[5–6]
Level 4 No – explains that E and F do not necessarily contradict each other
[4]
Level 3 No – he just changed his mind
Must be explained using the sources.
[3]
Level 2 Yes – answers based on the differences between the two sources.
Must be explained using the sources.
[2]
Level 1 Assertions without support e.g. yes because they differ, no he just changed his mind. [1]
Level 0 No valid response
© UCLES 2012
[0]
0470/02/SM/15
7
5
Study Source G. Are you surprised by this source? Explain your answer using details of the source and your knowledge.
Level 7 Answers placed in context of the fall of the Soviet Empire and of communism in Eastern
Europe and Russia or the fall of Khrushchev
[8]
e.g. not surprised that Castro is willing to criticise Khrushchev/USSR because
Khrushchev/ USSR not so important to Cuba.
Level 6 Contextual explanation of why Castro worried about safety of Cuba
[6–7]
Level 5 Contextual knowledge or cross reference used to explain surprised or not surprised that this says the US is going to withdraw missiles from Turkey
[5]
Level 4 Answers internal to Source G – relationship between two factors in the source
[4]
e.g. explains surprised that Khrushchev read the message to Castro when he knew that
Castro would be angry.
6
Level 3 Answers based on everyday empathy
e.g. not surprised that Castro did not want to be used as a bargaining chip.
[3]
Level 2 Analyses source appropriately but fails to say whether surprised or not
[2]
Level 1 Surprised or not surprised by some incidental detail in the source
[1]
Study all the sources. How far do these sources provide convincing evidence that
Khrushchev put missiles into Cuba to protect Cuba from the USA? Use the sources to explain your answer.
Level 3 Uses sources to support and reject the statement
[7–10]
Level 2 Uses sources to support or reject the statement
[4–6]
Level 1 No valid source use
[1–3]
Award up to 2 bonus marks for evaluation of sources (no more than 1 per source).
Source use must be reference to a source by letter, by provenance or by direct quote. There must be examples from source content. There must be an explanation of how this supports/does not support the statement.
Use Y in the margin for each source use in support of the statement and N for each source use rejecting the statement.
© UCLES 2012
0470/02/SM/15
8
BLANK PAGE
© UCLES 2012
0470/02/SM/15