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Russia - Sources
Source A:	Part of a letter sent home by an officer in the Russian army in late 1916.
At the start of the war we were short of guns and supplies. Some soldiers did not even have a rifle to use against the enemy. We were humiliated by defeat at the battle of Tannenberg. Now the men are splendid. There are plenty of guns and ammunition and yet things are getting worse. The strategies of the generals are brainless. We are ready to die for Russia, but not because a general says so.
Source B:	Table showing production in Russia, 1915—16.

Source C:	From a modem history textbook published in 1979.
Despite all the losses, at the start of 1917 Russia looked strong enough to fight on. The war economy was going full-blast. The Russian generals were confident. They had more men, more guns, and more ammunition than the enemy. They felt that one great attack on Germany and Russia would recapture the losses of the first two years of the war.
Source D:	A letter from the Tsarina Alexandra to Tsar Nicholas, written on 26 February 1917 about the discontent in Petrograd.
This is a hooligan movement. Young people run about and shout that there is no bread, simply to create excitement. Workers also run around preventing others from working. If the weather was very cold they would probably stay at home. All this will pass and become calm, if only the Duma will behave itself
Source E:	A photograph of workers protesting in Petrograd during the last week of February 1917. The banner reads Militia of the Soviet and Workers' Deputies.

Source F:	From a history textbook about Russia published in 1996.
The overthrow of the Tsar happened more by chance than by any great plan. Some historians even argue that the February Revolution was sparked off by the weather. The first months of 1917 were much colder than usual — temperatures averaged minus 12 degrees Celsius. This extreme cold, on top of food and fuel shortages due to the war, was too much.

Russia - Mark Scheme
(a)	Study Source A.
	What can you learn from Source A about Russia’s efforts in the war in the years 1914-16?		(4)
	Target:	Comprehension of source (A02)
	Level 1:	Simple statements taking the source at face value. e.g. the generals are brainless.	(1-2)
	Level 2:	Developed statements showing sound comprehension OR statements making inferences/judgements, placing the source in context e.g. war had not gone well mainly due to shortages and poor leadership. Nevertheless some optimism due to improved supplies and morale of troops.	(3-4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about Russia’s efforts in the war in the years 1914-17? Explain your answer.		(6)
	Target:	Corroboration by cross-referencing of sources (A02) NB: COMPARISON WITH ONLY ONE SOURCE: MAX. L2/3.
	Level 1:	Simple statements identifying support/differences at face value e.g. Source C supports A and B because all three say the war is not going well.	(1-2)
	Level 2:	Developed statements identifying support/differences. e.g. Source A seems to offer support for Source C as more guns and ammunition being produced. Officer pessimistic about generals; production figures Source B seem to support optimism Source C.	(3-4)
	Level 3:	Developed explanation which identifies the extent of support/differences from all three sources. e.g. as Level 2 but extent. Limited support A and C. Officer Source A not as confident as Source C.	(5-6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of the discontent in Petrograd in February 1917?		(8)
	Target:	Evaluation of sources for utility (A02) NB: RELIABILITY TO BE AWARDED ONLY IF IT IS DISCUSSED IN TERMS OF UTILITY. RELIABILITY ONLY MAX. 2 MARKS.
	Level 1:	Simple statements about utility based on content OR nature of sources. e.g. Source D useful because it tells us about the cold weather and bread shortages. Source E is useful because it was taken at the time.	(1-3)
	Level 2:	Developed statements about the utility of the sources which examine/question the NOP and/or the content of the sources. e.g. Source D is useful because it gives us the views of the Tsarina about the discontent in Petrograd. Source E provides evidence of the protest movement against the Tsar and the war. Will begin to consider nature, origin and purpose of sources. OR Developed explanation of the source(s) using NOP of the source(s) OR content. NB: Candidates who only use a developed explanation of one source in their answer cannot go above the bottom of Level 2 (max. 4 marks).	(4-6)
	Level 3:	Developed explanation of utility of the sources using both nature, origin and purpose of sources AND content. e.g. considers provenance of Source D by addressing the purpose of Tsarina in writing letter. Source E could be very good example of opposition propaganda photograph to encourage further support but it is only evidence of a few workers protesting against the war. Candidates may comment on overall value in the contrast offered by the two sources - Tsarina playing down extent of opposition, photograph giving opposite message.	(7-8)
(d)	Study all the sources, and use your own knowledge.
	‘Russia's defeats in the First World War were the main reason for the fall of the Tsar in March 1917’. Use the sources, and your own knowledge, to explain whether you agree with this view.		(12)
	Target:	Making a judgement about an interpretation, relating analysis of sources to contextual knowledge (AO1) & (A03) NB: USE OF SOURCES/OWN KNOWLEDGE ONLY MAX L2/6.
	Level 1:	Simple statement offering points using sources OR own knowledge OR both e.g. Source A shows that the Russians did not do well in war.	(1-3)
	Level 2:	Developed statements offering points in support OR against the view using sources and own knowledge, sources used to show yes/no but material not selected extensively. Some recall to support case OR developed responses using sources only OR developed responses using own knowledge. (Implicit reference to the sources for top of level.) e.g. as Level 1 but uses knowledge of Russian failures in war 1914-16.	(4-7)
	Level 3:	Developed explanation giving a judgement making explicit and confident use of the sources and supported by selected knowledge. e.g. as Level 2 but may look at other reasons for discontent shown in Sources D, E and F and uses own knowledge OR questions Russia’s performance in the war using Sources A, B and C and own knowledge.	(8-10)
	Level 4:	Sustained argument reviewing alternative views and making a balanced judgement using the sources and supported by precisely selected knowledge. e.g. as Level 3 but focus on impact of war situation in Petrograd and the spontaneous, unplanned nature of the February Revolution as shown in Source F and/or links defeats in war with economic, social and military discontent.	(11-12)

Vietnam - Sources
Source A:	A speech by Ho Chi Minh, the leader of North Vietnam, made in 1967.
The government of the United States has committed war crimes. Half a million US troops have used inhuman weapons. Napalm, toxic chemicals and gases have been used to massacre our people and destroy our crops and villages. US aircraft have dropped thousands of bombs destroying towns, hospitals and schools. We will never submit to force. We will never accept talks under threat of bombs.
Source B:	A photograph taken in the late 1960s showing two young children burnt by a US napalm attack.

Source C:	A US pilot tells of the effects of bombing with napalm in 1968
The original napalm bomb wasn’t so hot. If the gooks were quick they could scrape it off. So the boys started adding polystyrene — now it really sticks. But then if the gooks jumped under water it stopped burning, so they started adding white phosphorous so as to make it burn better. It’ll even burn under water now. And one drop is enough. It’ll keep on burning right down to the bone so they die anyway from phosphorous poisoning.
Source D:	Extract from If I Die in a Combat Zone, a novel by Tim O’Brien written in 1969 and based on his experience as a conscript in Vietnam. Here he describes a conversation he had with an army chaplain.
‘Look, what do you know about Communism, O’Brien?’ ‘Well Sir’, I replied, ‘there’s little evidence that South Vietnam under the Communists will be a worse place than South Vietnam ruled by the corrupt Diem. I mean there’s no evidence that all the lives being lost, the children being napalmed and everything — there’s no good evidence that all this horror is worth preventing the North taking over the South. I see evil on both sides’.
Source E:	A photograph of a rally in Central Park, New York, in April 1967 held to protest against the war in Vietnam. It was taken by a US press photographer.

Source F:	From a school history textbook about twentieth-century world history published in 1999.
In October 1967 an opinion poll revealed that 30 per cent of US citizens wanted the United States to withdraw from the war, twice as many as the last opinion poll had shown in 1965. 1968 proved to be the worst year for US casualties with nearly 15,000 killed. This was much higher than the previous year. In May 1968, 562 United States soldiers died in one week of the war alone. This sparked off further protest.

Vietnam - Mark Scheme
(a)	Study Source A.
	What can you learn from Source A about US methods of warfare in Vietnam?		(4)
	Target:	Comprehension of source (A02)
	Level 1:	Simple statements taking the source at face value, e.g. The USA used weapons such as napalm and gas.	(1-2)
	Level 2:	Developed statements showing sound comprehension OR statements making inferences/judgements, placing the source in context, e.g. The USA were prepared to use the most horrific weapons in Vietnam to deft at the Vietcong. These do not seem to be working.	(3-4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about US methods of warfare in Vietnam? Explain your answer.		(6)
	Target:	Corroboration by cross-referencing of sources (A02) NB: COMPARISON WITH ONLY ONE SOURCE: MAX. L2/3.
	Level 1:	Simple statements identifying support/differences at face value. e.g. Source C describes the use of napalm. Source A mentions the weapons used by the USA. Source B shows children burnt by a napalm attack	(1-2)
	Level 2:	Developed statements identifying support/differences. e.g. Source C explains the US use of napalm in Vietnam and its development into a more lethal weapon. This seems confirmed by Source B which shows the aftermath of a napalm attack and its effects on children. Sources A and C both mention the use of napalm.	(3-4)
	Level 3:	Developed explanation which identifies the extent of support/differences from all three sources. e.g. as Level 2 but similarities and differences A and C. C seems to support Source A in US use of napalm. Source A, however, goes further and mentions other weapons. Ho Chi Minh may exaggerate to win international support.	(5-6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of US opposition in the USA to the country's involvement in the conflict in Vietnam?		(8)
	Target:	Evaluation of sources for utility (A02) NB: RELIABILITY TO BE AWARDED ONLY IF IT IS DISCUSSED IN TERMS OF UTILITY. RELIABILITY ONLY MAX. 2 MARKS.
	Level 1:	Simple statements about utility based on content OR nature of sources. e.g. Source D is useful because it is by someone who was in Vietnam. Source E is useful because it shows a protest meeting.	(1-3)
	Level 2:	Developed statements about the utility of the sources which examine/question the NOP and/or the content of the sources. e.g. Source D is useful because it gives us the attitudes of a soldier who served in Vietnam but sees little point in the war. Source E is useful because it provides evidence of a protest meeting which was typical of many cities in the USA in the later 1960s. OR Developed explanation of the source(s) using NOP of the source(s) OR content. NB: Candidates who only use a developed explanation of one source in their answer cannot go above the bottom of Level 2 (max. 4 marks).	(4-6)
	Level 3:	Developed explanation of utility of the sources using both nature, origin and purpose of sources AND content. e.g. as Level 2 but examines provenance of each source. Source D of value because the attitude of an American soldier who served in Vietnam and typical of many conscripts. Source E very good example of the anti-war propaganda used by media in later 1960s. Candidates may also consider overall value of two sources together — one reflects opposition in USA and the other from a US citizen in Vietnam.	(7-8)
(d)	Study all the sources, and use your own knowledge.
	‘Harsh treatment of the Vietnamese civilians was the main reason for the growing US opposition to the Vietnam war.' Use the sources, and your own knowledge, to explain whether you agree with this view.		(12)
	Target:	Making a judgement about an interpretation, relating analysis of sources to contextual knowledge (AO1) & (A03) NB: USE OF SOURCES/OWN KNOWLEDGE ONLY MAX L2/6.
	Level 1:	Simple statement offering points using sources OR own knowledge OR both. e.g. Source C seems to show that there was harsh treatment.	(1-3)
	Level 2:	Developed statements offering points in support OR against the view using sources and own knowledge, sources used to show yes/no but material not selected extensively. Some recall to support case OR developed responses using sources only OR developed responses using own knowledge. (Implicit reference to the sources for top of level.) e.g. as Level 1 but uses own knowledge to explain attitudes in USA to use of napalm etc.	(4-7)
	Level 3:	Developed explanation giving a judgement making explicit and confident use of the sources and supported by selected knowledge. e.g. as Level 2 but may look at other reasons for opposition using Sources D, E and F and own knowledge.	(8-10)
	Level 4:	Sustained argument reviewing alternative views and making a balanced judgement using the sources and supported by precisely selected knowledge. e.g. as Level 3 but focus on interaction of these factors and the influence of protest movements in the USA.	(11-12)

All sources, questions and mark schemes on this page taken from Edexcel (London Qualifications Limited). Photos from various sources as acknowledged by Edexcel. Questions and mark schemes copyright of Edexcel.

Russia - Questions
	This question is about the impact of the First World War on Russia. Look carefully at Sources A to F above and then answer questions (a) to (d) below.
(a)	Study Source A.
	What can you learn from Source A about Russia’s efforts in the war in the years 1914-16?	(4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about Russia’s efforts in the war in the years 1914-17? Explain your answer.	(6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of the discontent in Petrograd in February 1917?	(8)
(d)	Study all the sources, and use your own knowledge.
	‘Russia’s defeats in the First World War were the main reason for the fall of the Tsar in March 1917.’ Use the sources, and your own knowledge, to explain whether you agree with this view.	(12)
	(Total 30 marks)

Vietnam - Questions
	This question is about the impact of the Vietnam War on both Vietnam and the USA. Look carefully at Sources A to F above and then answer questions (a) to (d) below.
(a)	Study Source A.
	What can you learn from Source A about US methods of warfare in Vietnam?	(4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about US methods of warfare in Vietnam? Explain your answer.	(6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of US opposition in the USA to the country’s involvement in the conflict in Vietnam?	(8)
(d)	Study all the sources, and use your own knowledge.
	‘Harsh treatment of Vietnamese civilians was the main reason for the growing US opposition to the Vietnam War.’ Use the sources, and your own knowledge, to explain whether you agree with this view.	(12)
	(Total 30 marks)