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China - Questions

Answer ONE question only from this section. Choose either Question 1 or Question 2. You must answer Part (a) and Part (b) of the question you choose.

(a)

Part (a) of this question is about China after the Communist Party had come to power in 1949. The photograph below shows peasants measuring out land in 1949. Look at the photograph and answer all the questions which follow.

(i)

Give ONE reason to explain why Mao Zedong wished to introduce land reform in China after he came to power in 1949.

(3)

(ii)

In what ways did the role of women change in China in the years after 1949?

(5)

(iii)

Describe the key features of the 'One Hundred Flowers' campaign.

(5)

(iv)

Why was the Great Leap Forward unsuccessful?

(7)

(Total 20 marks)

(b)

Part (b) of this question is about the rise of the Chinese Communist Party in the years 1919-49.

(i)

Choose TWO items from the boxes below and explain their importance for the Chinese Communist Party in the years to 1941.

Early 1920s: Assistance
from the Soviet Union

1927: Shanghai Massacre

1934-35: The Long March

(10)

(ii)

Why were Mao Zedong and the Chinese Communist Party able to defeat Japan and the Guomindang (GMD) in the years 1941-49?

You may use the following information to help you with your answer:

     Tactics of the Japanese forces

     Tactics of the Guomindang (GMD)

     Role of the People’s Liberation Army

     Role of the USA

(15)

(Total 25 marks)

(Total for Part (a) and Part (b): 45 marks)

(a)

If you have answered Question 1 do NOT answer Question 2.

Part (a) of this question is about the growth of the Chinese Communist Party. The photograph below shows part of the May 4th Demonstration in 1919. Look at the photograph and answer all the questions which follow.

(i)

Give ONE reason to explain why the May 4th Movement (1919) was important in the development of the Chinese Communist Party.

(3)

(ii)

In what ways did the Chinese Communist Party win the support of the Chinese people in the 1920s?

(5)

(iii)

Why did relations between the Guomindang (GMD) and the Chinese Communist Party change in the years between the Shanghai Massacre (1927) and the start of the Long March (1934)?

(5)

(iv)

Describe the key features of the Long March (1934-35).

(7)

(Total 20 marks)

(b)

Part (b) of this question is about China in the years 1949-76.

(i)

Choose TWO items from the boxes below and explain why they were important in helping Mao Zedong remain in power after 1949.

People’s Courts

Education

The Red Guard in the Cultural Revolution

(10)

(ii)

In what ways did Mao Zedong change agriculture and industry in China in the years from 1949 to the beginning of the Cultural Revolution in 1966?

You may use the following information to help you with your answer:

     Collectivisation

     Communes

     Five Year Plan

     Great Leap Forward

(15)

(Total 25 marks)

(Total for Part (a) and Part (b): 45 marks)

China - Mark Scheme
1.	(a) (i)	Give ONE reason to explain why Mao Zedong wished to introduce land reform in China after he came to power in 1949.
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement supported by some knowledge e.g. modernise China, prior promise.	(1)
	Level 2:	Developed statement supported by relevant knowledge e.g. as L1, root out landowners, win support of the peasants.	(2-3)
	(a) (ii)	In what ways did the role of women change in China in the years after 1949?
	Target:	Analysis of change/recall of knowledge (AO1)
	Level 1:	Simple statement about changes supported by some knowledge e.g. - no arranged marriages.	(1-2)
	Level 2:	Developed statement about the changes supported by relevant knowledge e.g. as L1, Marriage Law — divorce, job opportunities.	(3-4)
	Level 3:	Developed explanation of the changes supported by appropriately selected knowledge e.g. as L2, educational opportunities, position enshrined in the Constitution.	(5)
	(a) (iii)	Describe the key features of the ‘One Hundred Flowers campaign’
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statement offering features supported by some knowledge e.g. Mao permitted criticism.	(1-2)
	Level 2:	Developed statement giving features supported by relevant knowledge e.g. as L1, win popularity by allowing free speech and argument.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, Mao grew to dislike the criticism and the policy was stopped - people sacked and the press censored, detect opponents.	(5)
	(a) (iv)	Why was the Great Leap Forward unsuccessful?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement about causes supported by some knowledge e.g. initial demands were too great and over-optimistic - unattainable.	(1-2)
	Level 2:	Developed statement about causes supported by relevant knowledge e.g. as L1, workers expected to work too long machines broke down, too few people to harvest the crops.	(3-5)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, ‘backyard furnaces’ produced sub-standard steel, took workers from the land, ineptitude of party officials.	(6-7)
	(b) (i)	Choose TWO items from the boxes below and explain their importance for the Chinese Communist Party in the years to 1941.
	Target:	Key features/recall of knowledge (AO1) N.B. Apply the same mark scheme for each choice.
	Level 1:	Simple statement about the impact supported by some knowledge e.g. Corn intern helped to found the CCP/Shanghai showed the split and extent of GMD hatred. Spells, punctuates and uses the rules of grammar with some accuracy, uses a limited range of specialist terms appropriately.	(1-2)
	Level 2:	Developed statement about the impact supported by relevant knowledge e.g. as L1, won some support of the peasantry, put Mao at the head/Shanghai irrevocable division. Spells, punctuates and uses the rules of grammar with general accuracy, uses a range of special terms with facility.	(3-4)
	Level 3:	Developed explanation of changes supported by appropriately selected knowledge e.g. as L2, Bolsheviks secured help for CCP from GMD/mythic status of the March. Spells, punctuates and uses the rules of grammar with considerable accuracy; shows some variety of expression; uses a broad range of terms with facility	(5)
	(b) (ii)	Why were Mao Zedong and the Chinese Communist Party able to defeat Japan and the Guomindang (GMD) in the years 1941-49?
	Target:	Analysis of causation/recall of knowledge (AO1) No credit for copying stimulus material without elaboration.
	Level 1:	Simple statement giving some reasons e.g. after 1931, Japanese forces did not secure the support of the Chinese populace, support for the CCP. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-4)
	Level 2:	Developed statement giving reasons supported by relevant knowledge e.g. as L1, GMD - unwilling to challenge the Japanese, retreat of the GMD gave opportunity to the CCP. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(5-8)
	Level 3:	Developed explanation of reasons supported by appropriately selected knowledge e.g. as L2, and may begin to see links between the stimuli, reforms of the CCP within the areas it took control of, CCP's acquisition of support. Spells, punctuates and uses the rules of grammar with considerable accuracy; shows some variety of expression; uses a broad range of terms with facility.	(9-11)
	Level 4:	Sustained argument supported by precisely selected knowledge e.g. as L3 is likely to move beyond basic stimulus either by sharp/focussed development of them OR by selecting other factors, even with US aid, GMD incompetent and unable to secure victory, GMD troops joined CCP — gave US weapons etc. US stopped sending aid — tremendous popular support for the CCP. Spells, punctuates and uses the rules of grammar with considerable accuracy, deploys a range of grammatical constructions with some sense of style; uses a broad range of specialist terms adeptly and with precision.	(12-15)

2.	(a) (i)	Give ONE reason to explain why the May 4th Movement (1919) was important in the development of the Chinese Communist Party.
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement supported by some knowledge e.g. awakening of China.	(1)
	Level 2:	Developed statement supported by relevant knowledge e.g. as L1, mobilised students, leads to formation of CCP.	(2-3)
	(a) (ii)	In what ways did the Chinese Communist Party win the support of the Chinese people in the 1920s?
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statement about methods supported by some knowledge e.g. simple understandable policies.	(1-2)
	Level 2:	Developed statement about the methods supported by relevant knowledge e.g. as L1, call for revolution, removal of warlords, worked with GMD.	(3-4)
	Level 3:	Developed explanation of the methods supported by appropriately selected knowledge e.g. as L2, organised strikes, demonstrations, peasant associations — hence membership grew quickly	(5)
	(a) (iii)	Why did relations between the Guomindang (GMD) and the Chinese Communist Party change in the years between the Shanghai Massacre (1927) and the start of the Long March (1934)?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement offering causes supported by some knowledge e.g. many CCP members killed in 1927 in the massacres — tremendous carnage.	(1-2)
	Level 2:	Developed statement giving causes supported by relevant knowledge e.g. as L1, Chiang ordered communist purges in other cities, CCP members expelled from GMD.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, 1930-34, Chiang tried to exterminate soviets, Seeckt ‘s 'blockhouse strategy' — situation dire.	(5)
	(a) (iv)	Describe the key features of the Long March (1934-35).
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statement offering features supported by some knowledge e.g. retreat of the Red Army to Yanan, took huge amount of supplies.	(1-2)
	Level 2:	Developed statement giving features supported by relevant knowledge e.g. as L1, Braun replaced and Mao secured primacy again, hardships of the soldiers, climate and terrain.	(3-5)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, only c10,000 reached the goal, permitted the CCP to regroup and Mao to put his ideas on paper.	(6-7)
	(b) (i)	Choose TWO items from the boxes below and explain why they were important in helping Mao Zedong remain in power after 1949.
	Target:	Analysis of causation/recall of knowledge (AO1) N.B. Apply the same mark scheme for each choice.
	Level 1:	Simple statement giving reasons supported by some knowledge e.g. win support/ensure China could compete in the world. Spells, punctuates and uses the rules of grammar with some accuracy, uses a limited range	(1-2)
	Level 2:	Developed statement giving reasons supported by relevant knowledge e.g. as L1, Mao to be seen as the provider of the new life/C. Rev. allowed Mao to regain supremacy. Spells, punctuates and uses the rules of grammar with general accuracy, uses a range of special terms with facility.	(3-4)
	Level 3:	Developed explanation of reasons supported by appropriately selected knowledge e.g. as L2, expect overview - each crucial for winning support, courts part of policy as was education, Red Guard a political tool. Spells, punctuates and uses the rules of grammar with considerable accuracy; shows some variety of expression; uses a broad range of terms with facility.	(5)
	(b) (ii)	In what ways did Mao Zedong change agriculture and industry in China in the years from 1949 to the beginning of the Cultural Revolution in 1966?
	Target:	Analysis of change/recall of knowledge (AO1) No credit for copying stimulus material without elaboration.
	Level 1:	Simple statement giving some reasons e.g. modernise, increase production in agriculture and industry. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-4)
	Level 2:	Developed statement giving reasons supported by relevant knowledge e.g. as L1, details of collectivisation and communes. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(5-8)
	Level 3:	Developed explanation of reasons supported by appropriately selected knowledge e.g. as L2, and may begin to see links between the stimuli, light industry neglected — “backyard steel furnaces’ — people moved from the land to work. Spells, punctuates and uses the rules of grammar with considerable accuracy; shows some variety of expression; uses a broad range of terms with facility.	(9-11)
	Level 4:	Sustained argument supported by precisely selected knowledge e.g. as L3 is likely to move beyond basic stimulus either by sharp/focussed development of them OR by selecting other factors, expect overview modernisation, targets, compete with the world, pace often too quick. Spells, punctuates and uses the rules of grammar with considerable accuracy, deploys a range of grammatical constructions with some sense of style; uses a broad range of specialist terms adeptly and with precision.	(12-15)

Superpower Relations - Questions

Answer ONE question only from this section. Choose either Question 3 or Question 4. You must answer Part (a) and Part (b) of the question you choose.

(a)

Part (a) of this question is about Europe after 1945. The photograph below shows Soviet troops
in Berlin in 1945. Look at the photograph and answer all the questions which follow.

(i)

Give ONE reason to explain why the Soviet Union wished to control Eastern Europe after 1945.

(3)

(ii)

In what ways did the Allied powers deal with Germany at the Potsdam Conference (1945)?

(5)

(iii)

Describe the key features of the Marshall Plan (1947).

(5)

(iv)

Why was the North Atlantic Treaty Organisation (NATO) formed in 1949?

(7)

(Total 20 marks)

(b)

Part (b) of this question is about the development of the Cold War and détente in the years 1961-90.

(i)

Choose TWO items from the boxes below and describe how each contributed to the development of the Cold War.

1961: Berlin Wall

1962: Cuban Missile Crisis

1969—72: Strategic Arms
Limitation Talks (SALT I)

(10)

(ii)

Why did relations between the USA and the USSR change in the years 1979-90?

You may use the following information to help you with your answer:

     1979: Soviet invasion of Afghanistan

     1980-85: Role of Reagan

     1985-90: Role of Gorbachev

     1987: Intermediate Nuclear Forces Treaty

(15)

(Total 25 marks)

(Total for Part (a) and Part (b): 45 marks)

(a)

If you have answered Question 3 do NOT answer Question 4.

Part (a) of this question is about relations between the USA and the USSR in the years 1975-90. The photograph below shows the leaders of the USA and the USSR meeting at Helsinki in August 1975. Look at the photograph and answer all the questions which follow.

(i)

Give ONE reason to explain why the Helsinki Agreement was signed in 1975.

(3)

(ii)

In what ways did the USSR’s invasion of Afghanistan change Soviet relations with the USA in the early 1980s?

(5)

(iii)

Why did the USA wish to develop the Strategic Defence Initiative (SDI) in the early 1980s?

(5)

(iv)

Describe the key features of relations between the USA and the USSR in the years 1985-90.

(7)

(Total 20 marks)

(b)

Part (b) of this question is about relations between the USA and the USSR in the years 1947-72.

(i)

Choose TWO items from the boxes below and describe how each contributed to the development of the Cold War.

1947: Truman Doctrine

1947: Marshall Plan

1948-49: Berlin Blockade

(10)

(ii)

Why did relations between the USA and the USSR change in the years 1956-72?

You may use the following information to help you with your answer:

     1956: Hungarian Uprising

     1961: Berlin Wall

     1962: Cuban Missile Crisis

     1969: Strategic Arms Limitation Talks began

(15)

(Total 25 marks)

(Total for Part (a) and Part (b): 45 marks)

Superpower Relations - Mark Scheme
3.	(a) (i)	Give ONE reason to explain why the Soviet Union wished to control Eastern Europe after 1945.
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement supported by some knowledge e.g. create buffer zone.	(1)
	Level 2:	Developed statement supported by relevant knowledge e.g. as L1, fear of invasion, previous invasions, spread communism.	(2-3)
	(a) (ii)	In what ways did the Allied Powers deal with Germany at the Potsdam Conference (1945)?
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statement supported by some knowledge e.g. punishment, decision made earlier at Yalta.	(1-2)
	Level 2:	Developed statement supported by relevant knowledge e.g. as L1, de-Nazify Germany, Berlin capital — hence apply the same principle.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, reparations, trials.	(5)
	(a) (iii)	Describe the key features of the Marshall Plan (1947).
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statement offering features supported by some knowledge e.g. money and aid offered to all European countries.	(1-2)
	Level 2:	Developed statement giving features supported by relevant knowledge e.g. as L1, seen as attempt to help Europe recover — SU declined aid	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, c17 billion dollars given in aid, W Europe recovered quickly, OEEC formed to distribute aid.	(5)
	(a) (iv)	Why was the North Atlantic Treaty Organisation (NATO) formed in 1949?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement about causes supported by some knowledge e.g. fear of SU — Berlin Blockade, anti-communism.	(1-2)
	Level 2:	Developed statement about causes supported by relevant knowledge e.g. as L1, sees the drift between the Allies after 1945 — division of Europe.	(3-5)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, Truman Doctrine, M Plan, China all contributed to the formation.	(6-7)
	(b) (i)	Choose TWO items from the boxes below and describe how each contributed to the development of the Cold War.
	Target:	Change/recall of knowledge (AO1) N.B. Apply the same mark scheme for each choice.
	Level 1:	Simple statement giving changes supported by some knowledge e.g. B. W. increased tension — physical border in Berlin — fear of US retaliation. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-2)
	Level 2:	Developed statement giving changes supported by relevant knowledge e.g. as L1, CMC almost brought war, led to détente — Test Ban Treaty. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(3-4)
	Level 3:	Developed explanation of changes supported by appropriately selected knowledge e.g. as L2, sees SALT as possible passport for future peace talks after a decade issues, CMC and BW part of Khrushchev‘s policy to push Kennedy. Spells, punctuates and uses the rules of grammar with considerable accuracy; shows some variety of expression ; uses a broad range of specialist terms with facility.	(5)
	(b) (ii)	Why did relations between the USA and the USSR change in the years 1979-90?
	Target:	Analysis of causation/recall of knowledge (AO1) No credit for copying stimulus material without elaboration.
	Level 1:	Simple statement giving some reasons e.g. Gorbachev prepared to talk to USA and make concessions. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-4)
	Level 2:	Developed statement giving reasons supported by relevant knowledge e.g. as L1, Helsinki heralds better relations re human rights and linked with SALT seemed good auguries. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(5-8)
	Level 3:	Developed explanation of reasons supported by appropriately selected knowledge e.g. as L2, and may begin to see links between the stimuli, Afghanistan damaged détente — SU refused to withdraw- US supported anti-SU groups, Olympics issues. Spells, punctuates and uses the rules of grammar with considerable accuracy; shows some variety of expression; uses a broad range of terms with facility.	(9-11)
	Level 4:	Sustained argument supported by precisely selected knowledge e.g. as L3 is likely to move beyond basic stimulus either by sharp/focussed development of them OR by selecting other factors, Reagan and SDI, Gorbachev and summits, details of INF, ending of the Cold War. Spells, punctuates and uses the rules of grammar with considerable accuracy, deploys a range of grammatical constructions with some sense of style; uses a broad range of specialist terms adeptly and with precision.	(12-15)

4.	(a) (i)	Give ONE reason to explain why the Helsinki Agreement was signed in 1975.
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement supported by some knowledge e.g. part of the policy of détente.	(1)
	Level 2:	Developed statement supported by relevant knowledge e.g. as L1, to bring closer world co-operation on human rights, closer economic and cultural ties.	(2-3)
	(a) (ii)	In what ways did the USSR‘s invasion of Afghanistan change Soviet relations with the USA in the early 1980s?
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statement about changes supported by some knowledge e.g. ended the SALT 2 negotiations.	(1-2)
	Level 2:	Developed statement about the changes supported by relevant knowledge e.g. as L1, Olympics boycotted, embargo on hi-tech goods from USA.	(3-4)
	Level 3:	Developed explanation of the changes supported by appropriately selected knowledge e.g. as L2, Carter Doctrine drawn up, further worsening relations.	(5)
	(a) (iii)	Why did the USA wish to develop the Strategic Defence Initiative (SDI) in the early 1980s?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement about the causes supported by some knowledge e.g. détente had ended, US re-assessed policies.	(1-2)
	Level 2:	Developed statement about the causes supported by relevant knowledge e.g. as L1, Reagan sought to out-manoeuvre SU — evil empire.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, attempt to push SU to extremes weak economy, problems within Su.	(5)
	(a) (iv)	Describe the key features of relations between the USA and the USSR in the years 1985-90.
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statement about change supported by some knowledge e.g. huge improvement — roles of Reagan and Gorbachev.	(1-2)
	Level 2:	Developed statement about change supported by relevant knowledge e.g. as L1, summits, Gorbachev’s visits.	(3-5)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, clear improvements — INF treaty tension lessened with collapse of Berlin Wall, end of Cold War.	(6-7)
	(b) (i)	Choose TWO items from the boxes below and describe how each contributed to the development of the Cold War.
	Target:	Key features/recall of knowledge (AO1) N.B. Apply the same mark scheme for each choice.
	Level 1:	Simple statement supported by some knowledge e.g. SU unhappy about dollar imperialism/implicit threat from USA via Truman Doctrine. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-2)
	Level 2:	Developed statement supported by relevant knowledge e.g. as L1, causes rift between the two Superpowers, Blockade increases tension, NATO formed. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, pushed Eastern bloc closer to SU, indicated USA‘s willingness to remain involved in Europe. Spells, punctuates and uses the rules of grammar with considerable accuracy; shows some variety of expression; uses a broad range of specialist terms with facility.	(5)
	(b) (ii)	Why did relations between the USA and USSR change in the years 1956-72?
	Target:	Analysis of causation/recall of knowledge (AO1) No credit for copying stimulus material without elaboration.
	Level 1:	Simple statement giving some reasons e.g. US appalled by events of 1956, tension increased. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-4)
	Level 2:	Developed statement giving reasons supported by relevant knowledge e.g. as L1, Berlin Wall heightened resolve of both sides not give in — Kennedy‘s visit, escapes and deaths added to fears. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(5-8)
	Level 3:	Developed explanation of reasons supported by appropriately selected knowledge e.g. as L2, and may begin to see links between the stimuli, CMC almost brought war — brink of nuclear conflict — relations at their worst. Spells, punctuates and uses the rules of grammar with considerable accuracy; shows some variety of expression; uses a broad range of terms with facility.	(9-11)
	Level 4:	Sustained argument supported by precisely selected knowledge e.g. as L3 is likely to move beyond basic stimulus either by sharp/focussed development of them OR by selecting other factors, improvements after 1962 — grain sales, Test Ban Treaty, detente, details of SALT discussed. Spells, punctuates and uses the rules of grammar with considerable accuracy, deploys a range of grammatical constructions with some sense of style; uses a broad range of specialist terms adeptly and with precision.	(12-15)

All questions and mark schemes on this page taken from Edexcel (London Qualifications Limited). Questions and mark schemes copyright of Edexcel.