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Russia - Sources
Source A:	From a report by a Russian officer to the Provisional Government, July 1917.
Our offensive against the Germans, which began on 6 July, is turning into a massive catastrophe. It could bring down the government. A sudden and disastrous change has occurred in the attitude of the troops. Authority and obedience no longer exist. For hundreds of miles one can see deserters, armed and unarmed, in good health and in high spirits. They are making their way home and they know that they will not be punished.
Source B:	A photograph of a political meeting held by Russian troops at the front during the summer of 1917.

Source C:	From N. Sukhanov, describing the situation in Russia in September 1917. Sukhanov was a journalist who wrote his eye-witness account of the revolution in 1922.
There was no law and order. Every day there were hundreds of reports about the destruction of shops and homes, beatings up and attacks on officers. In the countryside, the burnings and destruction of country houses became more frequent. Military discipline collapsed. There were masses of deserters. The soldiers, without leave, went off home in great floods. They filled all the trains, kicked out the passengers and threatened to bring the whole transport system to a standstill.
Source D:	A communist painting of the 1930s showing Lenin’s arrival in Petrograd in April 1917. After Lenin’s death, Soviet artists were encouraged to produce work showing the role of Lenin during the revolution.

Source E:	From V. Serge, a Bolshevik supporter, writing about Lenin’s arrival in Petrograd, April 1917.
Suddenly Lenin appeared before us like a bright, blinding beacon of light. At once he issued the April Theses. He was called mad and delirious. But suddenly it became apparent that he had the support of the man in the street, and of the man in the factory and barracks. His whole genius is his ability to say what these people want to say, but do not know how to say it.
Source F:	From a school history textbook about Russia published in 1997.
The Bolsheviks got all the credit for stopping the Kornilov revolt of September 1917. At this time it was important that the Bolshevik soldiers in Petrograd, now known as the Red Guards, held on to the weapons that the Provisional Government had given them. The Bolsheviks were the only party to offer the majority of people exactly what they wanted. In offering people ‘Peace! Bread! Land!’, Lenin appealed to the soldiers tired of the war, to hungry workers in the towns and to poverty-stricken peasants.

Russia - Mark Scheme
(a)	Study Source A.
	What can you learn from Source A about the effects of the Russian offensive of July 1917 on the Russian soldiers?		(4)
	Target:	Comprehension of source (A02)
	Level 1:	Simple statements taking the source at face value, e.g. there were deserters for hundreds of miles.	(1-2)
	Level 2:	Developed statements showing sound comprehension OR statements making inferences/judgements, placing the source in context, e.g. as L1 the failure of the offensive had destroyed the morale of many of the Russian soldiers who no longer wished to fight for their country and were returning home.	(3-4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about the effects of the First World War in 1917 on Russian troops? 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 Sources A and B because all three show that the Russian soldiers were not happy.	(1-2)
	Level 2:	Developed statements identifying support/differences. e.g. as L1. Source C explains how military discipline has collapsed leading to a great number of deserters returning home. This confirms what is written in Source A, deserters for hundreds of miles. Source B also agrees with Source C as military discipline seems to have collapsed as the soldiers are attending a political meeting.	(3-4)
	Level 3:	Developed explanation which identifies the extent of support/differences from all three sources. e.g. as L2 but extent. Strong support between C and A although Source C, situation in September, not directly the result of July offensives mentioned in A. Less support B and C as political meeting attended by troops, in B, seems less serious than mass of desertions mentioned in C.	(5-6)
(c)	Study Sources D and E.
	How useful are these sources as evidence of the importance of Lenin’s return to Russia in April 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 not useful because it was painted later. Source E is useful because it is by someone who was there.	(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. as L1. Source D is useful because it gives us the Communist views of the importance of Lenin‘s arrival. It shows how he spoke to the waiting crowds. Source E is useful because it explains the effect that Lenin had on the people he spoke to. He was able to say what the people wanted to hear. OR Developed analysis of the source(s) using NOP of the source(s) OR content. NB: Candidates who only use a developed analysis 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 both the sources using both nature, origin and purpose of sources AND content e.g. as L2, sees provenance of Source D as critical, especially purpose of Soviet artist to glorify Lenin‘s arrival and impact. Very good example of Soviet propaganda. Source E very good evidence of impact Lenin had on Bolshevik supporters by someone who directly experienced Lenin ‘s arrival and speeches, although evidence of exaggeration in language used and political support of author.	(7-8)
(d)	Study all the sources, and use your own knowledge.
	‘The main reason for the collapse of the Provisional Government in 1917 was the work of Lenin and the Bolsheviks.’ 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 E shows that Lenin got support.	(1-3)
	Level 2:	Developed statements offering points in support AND/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 L1 but uses knowledge of activities of Lenin and the Bolsheviks.	(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 L2 but may look at other reasons for collapse of PG using Sources A, B and C or further develops activities of Lenin and Bolsheviks using Sources F and own knowledge.	(8-10)
	Level 4:	Sustained argument reviewing alternative views and giving a balanced judgement using the sources and supported by precisely selected knowledge, e.g. as L3 but focus on inter-action between mistakes and weaknesses of PG and activities of Lenin and Bolsheviks.	(11-12)

Vietnam - Sources
Source A:	From an article by a US journalist in Time magazine in the early 1960s.
If the USA cannot or will not save South Vietnam from the Communist assault, no Asian nation can ever again feel safe in putting its faith in the USA - and the fall of South-East Asia would only be a matter of time. Every night secret little bands of communist guerrillas dressed in black peasant pyjamas or faded khakis, splash through the marshes of the Mekong Delta or dart silently along jungle paths of South Vietnam, pursuing their murderous missions.
Source B:	A map of Vietnam showing communist-controlled areas in the mid-l960s.

Source C:	From a speech by Robert McNamara, the US Defence Secretary, in 1964, explaining why he supported the policy of sending US troops to Vietnam.
South Vietnam is one of the free nations of the world and is trying to preserve its independence from communist attack. South-East Asia is of great importance to the USA in its attempts to contain the spread of communism. The conquest of South Vietnam by the North Vietnamese supported by the Chinese would be the final step to communist dominance of the two Vietnams. This would lead to communist domination of South-East Asia and to further expansion in other parts of the world.
Source D:	A Chinese poster of 1965 showing the people of Vietnam resisting US troops in South Vietnam. This poster was widely displayed in Vietnam.

Source E:	From The New Legion, a book written by Sergeant Donald Duncan in 1967 about his experiences in Vietnam. Duncan was in charge of a team of highly-trained volunteers who served in Vietnam. He describes a conversation between two of his team leaders, Bill Kane and Hunky Kovacs.
‘Hunky, do you have any idea why we are here in Vietnam?’ Kane asked. Kovacs almost exploded. ‘Of course I know why we’re here - to fight the Vietcong.’ ‘Who are the Vietcong, Hunky?’ The louder Kovacs shouted, the quieter Kane became. ‘The Commies . . . are the enemy . . . the people trying to overthrow the government of South Vietnam’. ‘Did you ever stop and think’, Kane interrupted, ‘that the reason the Vietcong fight the government of South Vietnam is that they know its as rotten as we do?’
Source F:	From a school history textbook, published in 1997.
In August 1964 a clash between a US destroyer and North Vietnamese torpedo boats took place in the Gulf of Tonkin off the coast of North Vietnam. The US government claimed that the North Vietnamese had launched an unprovoked attack against them. In fact, the USA had been in the area supporting a South Vietnamese special forces attack on a North Vietnamese island. President Johnson, who was more prepared than President Kennedy to commit the USA to full-scale conflict in Vietnam, asked Congress for the power to use armed forces in Vietnam.

Vietnam - Mark Scheme
(a)	Study Source A.
	What can you learn from Source A about the situation in South Vietnam in the early 1960s?		(4)
	Target:	Comprehension of source (A02)
	Level 1:	Simple statements taking the source at face value, e.g. secret bands of communist guerrillas were in South Vietnam.	(1-2)
	Level 2:	Developed statements showing sound comprehension OR statements making inferences/judgements, placing the source in context, e.g. Due to communist infiltration into South Vietnam the USA feared the domino theory. If they did not stop the communists from taking over South Vietnam, then communism would spread to the rest of South-East Asia.	(3-4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about the reasons for US involvement in South Vietnam in the early 1960s? 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 says that China wants to take over the two Vietnams. Source A says that North Korea is trying to take over South Vietnam. Source B shows the area of South Vietnam taken over by the Vietcong.	(1-2)
	Level 2:	Developed statements identifying support/differences. e.g. Source C explains US fears of a Communist takeover of South Vietnam and Southeast Asia. This supports the views expressed in Time magazine, Source A, of Communist guerrillas moving into South Vietnam. It also supports the evidence shown in Source B of areas of South Vietnam under the control of the Vietcong.	(3-4)
	Level 3:	Developed explanation which identifies the extent of support/differences from all three sources. e.g. As L2. Strong support between C and A although Source C also stresses US fears of Chinese ambitions in Vietnam and South-East Asia, not mentioned in Source A or shown in Source B. Strong support between C and B as both highlight communist domination of South Vietnam, although B shows current situation and C looks to future developments.	(5-6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of attitudes to US involvement in Vietnam in the mid-1960s?		(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 a poster produced at the time. Source E is useful because it is by someone who was there.	(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 shows how some of the people of Vietnam opposed US involvement. It gives us the Chinese view. Source E is useful because it shows the different views of two American soldiers serving in Vietnam, one in favour and one against. OR Developed analysis of the source(s) using NOP of the source(s) OR content. NB: Candidates who only use a developed analysis 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 both the sources using both nature, origin and purpose of sources AND content, e.g. as L2 but examines provenance and typicality of each source. Source D is a very good example of Chinese propaganda to turn the people of Vietnam and the outside world against US intervention. It may not have been typical, in the early 1960s, of the attitude of the majority of people in South Vietnam. Source E is very typical of the conflicting views of US troop in South Vietnam although Duncan may have exaggerated in order to promote opposition to US involvement. May comment on overall value of two sources — give views of two different sides in conflict.	(7-8)
(d)	Study all the sources, and use your own knowledge.
	‘The main reason for US armed intervention in Vietnam was to protect the people of South Vietnam.’ 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 seems to show that the US was protecting the people of South Vietnam.	(1-3)
	Level 2:	Developed statements offering points in support AND/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 L1 but uses own knowledge to explain threats to South Vietnam from the North.	(4-7)
	Level 3:	Developed explanation making explicit and confident use of the sources and supported by selected knowledge. e.g. as L2 but develops reason using Sources B, C and E OR may look at other reasons for intervention using Sources D and F and own knowledge OR questions this as a motive using Sources D and E.	(8-10)
	Level 4:	Sustained argument reviewing alternative views and giving a balanced judgement using the sources and supported by precisely selected knowledge, e.g. as L3 but focus on inter-action of various factors AND/OR* prioritises US motives.*	(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 collapse of the Provisional Government. 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 the effects of the Russian offensive of July 1917 on the Russian soldiers?	(4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about the effects of the First World War in 1917 on Russian troops? Explain your answer.	(6)
(c)	Study Sources D and E.
	How useful are these sources as evidence of the importance of Lenin’s return to Russia in April 1917?	(8)
(d)	Study all the sources, and use your own knowledge.
	‘The main reason for the collapse of the Provisional Government in 1917 was the work of Lenin and the Bolsheviks.’ 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 reasons for US involvement in Vietnam. 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 the situation in South Vietnam in the early 1960s?	(4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about the reasons for US involvement in South Vietnam in the early 1960s? Explain your answer.	(6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of attitudes to US involvement in Vietnam in the mid-1960s?	(8)
(d)	Study all the sources, and use your own knowledge.
	‘The main reason for US armed intervention in Vietnam was to protect the people of South Vietnam.’ Use the sources, and your own knowledge, to explain whether you agree with this view.	(12)
	(Total 30 marks)