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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 in the years 1911-34. The photograph below shows two warlords with Chiang Kaishek. Look at the photograph and answer all the questions which follow.

(i)

What is meant by the term ‘warlord’?

(3)

(ii)

Describe the key features of life in China under the warlords.

(5)

(iii)

Why did the May 4th Movement (1919) begin?

(5)

(iv)

Why did the Chinese Communist Party suffer setbacks in the years 1927-34?

(7)

(Total 20 marks)

(b)

Part (b) of this question is about China in the years 1949-66.

(i)

In what ways did life in China change in the years 1949-59?

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

     The organisation of agriculture

     The organisation of industry

     Education

     The role of women

(15)

(ii)

Why did Mao Zedong introduce the Cultural Revolution in 1966?

(10)

(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 China after 1949. The photograph shows a steelworks in Manchuria. Look at the photograph below and answer all the questions which follow.

(i)

What is meant by the term ‘Five-Year Plan’?

(3)

(ii)

Why did Mao Zedong end the ‘One Hundred Flowers’ campaign?

(5)

(iii)

Why did Mao Zedong introduce the policy of collectivisation?

(5)

(iv)

Describe the key features of the Great Leap Forward.

(7)

(Total 20 marks)

(b)

Part (b) of this question is about China in the years 1911-45.

(i)

Describe the key features of the unrest in China in the years 1911-27.

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

     Warlords

     The role of Sun Yatsen

     The growth of the Chinese Communist Party

     The tactics of the Guomindang (GMD)

(15)

(ii)

Why did the Chinese Communist Party win the support of many peasants in the years 1934-45?

(10)

(Total 25 marks)

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

China - Mark Scheme
1.	(a) (i)	What is meant by the term ‘warlord’?
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. military ruler of China after the revolution.	(1)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, controlled an area of China, no real limit to power, esp. after Yuan Shikai.	(2-3)
	(a) (ii)	Describe the key features of life in China under the warlords.
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. chaotic and lawless.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, areas under savage military control, high taxation, peasants forced into their armies	(3-4)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, time of wars between the warlords, tremendous cruelty.	(5)
	(a) (iii)	Why did the May 4th Movement (1919) begin?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. it was a protest against the peace treaties of 1919.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, China disappointed that Kiaochow not returned, Japan did not withdraw the 21 demands.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, China felt betrayed as an ally, antipathy towards Japan great.	(5)
	(a) (iv)	Why did the Chinese Communist Party suffer setbacks in the years 1927-34?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. Guomindang attacked and killed supporters - Shanghai.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, GMD killed many - forced CCP into the countryside - Chiang appeared to have secured power in China, sought to eradicate the CCP.	(3-5)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, Chiang’s quest continued with the extermination campaigns - 1930-4, Chiang and Seeckt’s methods to remove the CCP.	(6-7)
	(b) (i)	In what ways did life in China change in the years 1949-59?
	Target:	Change/recall of knowledge (AO1) N.B. No credit for use of scaffold unless amplified.
	Level 1:	Simple statements supported by some knowledge e.g. describes the stimuli or makes a general statement about changing nature of life. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-4)
	Level 2:	Developed statements supported by relevant knowledge e.g. as Level 1, details of the stimuli, or brings in other knowledge - peasant life changed by communes, collectives and in the urban centres, education opened opportunities. Spells, punctuates and uses the rules of grammar with some accuracy; uses a range of specialist terms with facility.	(5-8)
	Level 3:	Developed explanation supported by appropriately selected knowledge, e.g. as L2, and begins to see the links between the stimuli - may also use additional own knowledge. Sees the imprint of Mao’s policies, discusses the role of women. 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.	(9-12)
	Level 4:	Developed exposition supported by precisely selected knowledge e.g. as L3, clear analysis of the stimuli and sees the factors behind change, may also use additional own knowledge. Is likely to go beyond basic stimuli either by sharp-focused development of them or by selecting other factors. 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.	(13-15)
	(b) (ii)	Why did Mao Zedong introduce the Cultural Revolution in 1966?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement about causes supported by some knowledge e.g. Mao sought to recover his position and strengthen it. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms appropriately.	(1-2)
	Level 2:	Developed statements about the causes supported by relevant knowledge e.g. as L1, Mao opposed the moderates — did not wish to take the capitalist road in spite of failures. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(3-5)
	Level 3:	Developed explanation of the causes supported by appropriately selected knowledge e.g. as L2, sees notion of continuing the Communist Revolution, fear of the USA. 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.	(6-8)
	Level 4:	Sustained argument supported by precisely selected knowledge e.g. as L3, sees the CR in terms of political and social control, Mao seeking to regain position, propagandising the young to help him. 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.	(9-10)

2.	(a) (i)	What is meant by the term ‘Five-Year Plan’?
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. attempt to modernise China in 5 years.	(1)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, develop the economy - esp. heavy industry (light industry neglected)	(2-3)
	(a) (ii)	Why did Mao Zedong end the ‘One Hundred Flowers’ campaign?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. Mao unhappy with criticism.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, criticism became quite extensive, some of it seemed pointed at him rather than communist policies.	(3-4)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, as a consequence Mao ended it, also thought that Mao had discovered his true enemies and was able to remove them.	(5)
	(a) (iii)	Why did Mao Zedong introduce the policy of collectivisation?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. saw agriculture as the foundation of communist China - give peasants some interest in land cultivation.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, encourage peasants to work together - increase production, and win support simultaneously.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, Mao also keen to avoid the creation of a wealthy peasant class.	(5)
	(a) (iv)	Describe the key features of the Great Leap Forward
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. attempt to develop light and heavy industry simultaneously, increases and issues.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, based on the commune, common ownership, every activity controlled by the commune, rise in production etc.	(3-5)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, majority of pop. in communes, propaganda campaigns, backyard steel, problems - steel and also farming - starvation.	(6-7)
	(b) (i)	Describe the key features of the unrest in China in the years 1911-27.
	Target:	Key features/recall of knowledge (AO1) N.B. No credit for use of scaffold unless amplified.
	Level 1:	Simple statements supported by some knowledge e.g. describes the stimuli or makes a general statement about the unrest. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-4)
	Level 2:	Developed statements supported by relevant knowledge e.g. details of the stimuli, or brings in other knowledge - revolution, Sun and Yuan vied for control, chaos under the warlords. Spells, punctuates and uses the rules of grammar with some accuracy; uses a range of specialist terms with facility.	(5-8)
	Level 3:	Developed exposition supported by appropriately selected knowledge e.g. as L2, and begins to see the links between the stimuli - may also use additional own knowledge, rule of warlords and dissatisfaction with Versailles leads to student movements, CCP. 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.	(9-12)
	Level 4:	Sustained argument supported by precisely selected knowledge e.g. as L3, and makes effective links between the issues to develop the argument - may also use additional own knowledge. Sees issues as ongoing, GMD as ally of CCP and then enemy after 1927. 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.	(13-15)
	(b) (ii)	Why did the Chinese Communist Party win the support of many peasants in the years 1934-45?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement about changes supported by some knowledge e.g. treated them well, humanely. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms appropriately.	(1-2)
	Level 2:	Developed statements about the changes supported by relevant knowledge as L1, war with Japan forced Chiang to retreat - seemed not to care for many Chinese or China - lost support. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(3-5)
	Level 3:	Developed explanation of the changes supported by appropriately selected knowledge e.g. as L2, Mao able to take some of China conquered by Japan, consolidated support - Three All Campaign. 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.	(6-8)
	Level 4:	Developed exposition supported by precisely selected knowledge e.g. as L3. 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.	(9-10)

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 the Cold War. Study the table below and answer all the questions which follow.

1955	Formation of the Warsaw Pact
1956	Hungarian Uprising
1961	Berlin crisis
1962	Cuban Missile Crisis

(i)

What is meant by the term ‘Warsaw Pact’?

(3)

(ii)

Why did the Soviet Union invade Hungary in 1956?

(5)

(iii)

Why was there a crisis between the Superpowers over Berlin in 1961?

(5)

(iv)

Describe the key features of the Cuban Missile Crisis (1962).

(7)

(Total 20 marks)

(b)

Part (b) of this question is about relations between the USA and the USSR in the years 1945-85.

(i)

Why did relations between the USA and the USSR change in the years 1945-49?

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

     Occupation of Eastern Europe by the Soviet Union

     Marshall Plan

     Berlin Blockade

     The formation of the North Atlantic Treaty Organisation (NATO)

(15)

(ii)

In what ways did relations between the USA and the USSR change in the years 1980-85?

(10)

(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 events in Europe in the years 1947-56. Study the table below and answer all the questions which follow.

1947
Truman Doctrine

19547
Marshall Plan

1948-49
Berlin Blockade

1962
Hungarian Uprising

(i)

What is meant by the term ‘Marshall Plan’?

(3)

(ii)

Why was the Truman Doctrine issued in 1947?

(5)

(iii)

Why did Stalin decide to blockade Berlin in 1948?

(5)

(iv)

Describe the key features of the Hungarian Uprising (1956).

(7)

(Total 20 marks)

(b)

Part (b) of this question is about relations between the USA and the USSR in the years 1962-90.

(i)

Why did relations between the USA and the USSR change in the years 1962-79?

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

     1962   Cuban Missile Crisis

     1969   Strategic Arms Limitation Talks began

     1975   Helsinki Agreements

     1979   Soviet invasion of Afghanistan

(15)

(ii)

In what ways did relations between the USA and USSR change in the years 1985-90?

(10)

(Total 25 marks)

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

Superpower Relations - Mark Scheme
3.	(a) (i)	What is meant by the term ‘Warsaw Pact’?
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. communist alliance	(1)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, military — in response to NATO - USSR plus its E. European satellites.	(2-3)
	(a) (ii)	Why did the Soviet Union invade Hungary in 1956?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. Hungary trying to leave Warsaw Pact.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, Nagy trying to break the yoke of Soviet domination - promised free elections etc.	(3-4)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, Khrushchev’s hardening attitude, fear of break up of Warsaw Pact.	(5)
	(a) (iii)	Why was there a crisis between the Superpowers over Berlin in 1961?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. Berlin Wall constructed.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, huge numbers of E. Berliners and E. Germans leaving - brain drain, hole in the Iron Curtain.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, Khrushchev’s motives in wishing to bully Kennedy.	(5)
	(a) (iv)	Describe the key features of the Cuban Missile Crisis (1962).
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	<<Unavailable>>	(1-2)
	Level 2:	<<Unavailable>>	(3-5)
	Level 3:	<<Unavailable>>	(6-7)
	(b) (i)	Why did relations between the USA and the USSR change in the years 1945-49?
	Target:	Analysis of causation/recall of knowledge (AO1) N.B. No credit for use of scaffold unless amplified.
	Level 1:	Simple statements supported by some knowledge e.g. describes the stimuli or makes a general statement about changing relations. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-4)
	Level 2:	Developed statements supported by relevant knowledge e.g. details of the stimuli, or brings in other knowledge - Truman Doctrine - Bizonia. Spells, punctuates and uses the rules of grammar with some accuracy; uses a range of specialist terms with facility.	(5-8)
	Level 3:	Developed explanation supported by appropriately selected knowledge as L2, and begins to see the links between the stimuli - sees fears of the West after Soviet occupation, leading to economic issues and then Blockade to the split via NATO, may also use additional own knowledge. 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	(9-12)
	Level 4:	Sustained argument supported by precisely selected knowledge e.g. as L3, Soviet reactions — groups, growing tension, Soviet atomic bomb - clear analysis of the stimuli and sees the factors behind change, may also use additional own knowledge. 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.	(13-15)
	(b) (ii)	In what ways did relations between the USA and the USSR change in the years 1980-85?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statement about changes supported by some knowledge e.g. continued to worsen after the invasion of Afghanistan and SALT 2 not ratified. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms appropriately.	(1-2)
	Level 2:	Developed statements about the changes supported by relevant knowledge as L1, boycott of the Olympic Games and the election of Reagan heightened the situation. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(3-5)
	Level 3:	Developed explanation of the changes supported by appropriately selected knowledge e.g. as L2, arms race and SDI continued to worsen relations, optimism with new Soviet leaders cut short. 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.	(6-8)
	Level 4:	Developed exposition supported by precisely selected knowledge e.g. as L3, advent of Gorbachev, his intentions within the SU and general optimism lead to a thaw then warming of relations. 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.	(9-10)

4.	(a) (i)	What is meant by the term 'Marshall Plan’?
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. money from USA to Europe after the war.	(1)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, help economic recovery, prevent spread of communism, apply Truman Doctrine.	(2-3)
	(a) (ii)	Why was the Truman Doctrine issued in 1947?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. stop the spread of communism.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, events in Greece, spread of communism in Greece, Br. withdrawal.	(3-4)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, context of Europe post-45 and US fears.	(5)
	(a) (iii)	Why did Stalin decide to blockade Berlin in 1948?
	Target:	Analysis of causation/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. formation of Bizonia, success of western zones.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1 new currency, support of the West in Berlin.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, secure the western enclave, strengthen USSR’s hand, continue acquisition of territory.	(5)
	(a) (iv)	Describe the key features of the Hungarian Uprising (1956).
	Target:	Key features/recall of knowledge (AO1)
	Level 1:	Simple statements supported by some knowledge e.g. Khrushchev ordered troops in - threat to withdraw from Warsaw Pact.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, Hungary opposed communism a la Stalin, influence of de-Stalinisation speech.	(3-5)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, Nagy replaced, no outside interference, SU overran Hungary, c30,000 deaths, Khrushchev kept tight rein on Hungary.	(6-7)
	(b) (i)	Why did relations between the USA and the USSR change in the years 1962-79?
	Target:	Analysis of causation/recall of knowledge (AO1) N.B. No credit for use of scaffold unless amplified.
	Level 1:	Simple statements supported by some knowledge e.g. describes the stimuli or makes a general statement about changing relations. Spells, punctuates and uses the rules of grammar with some accuracy; uses a limited range of specialist terms appropriately.	(1-4)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, details of the stimuli, or brings in other knowledge - worsen during the CMC - threat of nuclear war, improve after - hotline, Test Ban Treaty. Spells, punctuates and uses the rules of grammar with some accuracy; uses a range of specialist terms with facility.	(5-8)
	Level 3:	Developed explanation supported by appropriately selected knowledge as L2, and begins to see the links between the stimuli may also use additional own knowledge — beginnings of détente - SALT and Human Rights — indication of improvement. 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.	(9-12)
	Level 4:	Sustained argument supported by precisely selected knowledge e.g. as L3, clear analysis of the stimuli and sees the factors behind change, may also use additional own knowledge - 1979 invasion worsened - ended détente and US failed to ratify SALT 2 Overview - as a period of fluctuation. 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.	(13-15)
	(b) (ii)	In what ways did relations between USA and USSR change in the years 1985-90?
	Target:	Change/recall of knowledge (AO1)
	Level 1:	Simple statement about changes supported by some knowledge e.g. meetings, summits, photo opportunities. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms appropriately.	(1-2)
	Level 2:	Developed statements about the changes supported by relevant knowledge as L1, personal relationship, Gorbachev’s policies of ‘glasnost’ and ‘perestroika’. Spells, punctuates and uses the rules of grammar with general accuracy; uses a range of specialist terms with facility.	(3-5)
	Level 3:	Developed explanation of the changes supported by appropriately selected knowledge e.g. as L2, ending the war in Afghanistan, Reagan’s softer approach. 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.	(6-8)
	Level 4:	Developed exposition supported by precisely selected knowledge e.g. as L3, INF, threats evaporated. 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.	(9-10)

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