IvoHistory - St Ivo School History Department Website

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 1949-76. The photograph below shows a People's Court. Look at the photograph and answer all the questions that follow.

(i)

What was meant by the term ‘People's Court’?

(3)

(ii)

Why did Mao Zedong try to change the organisation of industry in China in the years after 1949?

(5)

(iii)

Why did Mao Zedong introduce the Cultural Revolution in 1966?

(5)

(iv)

Describe the key features of life in China during the Cultural Revolution.

(7)

(Total 20 marks)

(b)

Part (b) of this question is about China in the years 1916-49.

(i)

Why was there unrest in China in the years after the death of Yuan Shi Kai (1916) to the Northern Expedition (1927)?

(10)

(ii)

In what ways did support for the Chinese Communist Party change in the years from the Northern Expedition (1927) to its victory in the civil war (1949)?

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

     1927         Shanghai Massacre

     1934-35   Long March

     War against Japan

     War against the Guomindang (GMD)

(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 China in the years 1911 to 1935. Study the text below and answer all the questions that follow.

Sun Yatsen hoped that the end of the emperors would lead to improvements in the lives of the ordinary citizens of China. In 1912, Sun Yatsen and some other Nationalists formed the Guomindang Party (GMD). The Guomindang had three main ideas which became known as the 'Three Principles of the People'.

(i)

What is meant by the term ‘Three Principles of the People’?

(3)

(ii)

Why did the May 4th Movement begin in Chin in 1919?

(5)

(iii)

Why was the Communist Party able to win the support of many of the Chinese people in the 1920s?

(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 after 1949.

(i)

In what ways did Mao Zedong maintain the control over the people of China in the 1950s and early 1960s?

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

     Education

     Propaganda

     Use of the Red Army

     Land Reform

(15)

(ii)

Why were many of Mao Zedong's industrial policies unsuccessful in the 1950s and 1960s?

(10)

(Total 25 marks)

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

China - Mark Scheme
1.	(a) (i)	What was meant by the term ‘People's Court’?
	Target:	Key features/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. peasants able to denounce the landlords.	(1)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, set up to secure the support of the peasants, peasants secured land.	(2-3)
	(a) (ii)	Why did Mao Zedong try to change the organisation of industry in China in the years after 1949?
	Target:	Key features/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. introduction of 5 Year Plans.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, develops idea of the Great Leap Forward - rapid progress - 'walking on two legs', role of the communes.	(3-4)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, acceptance of problems in CR - continued stress on heavy industry, moves to autarky.	(5)
	(a) (iii)	Why did Mao Zedong introduce the Cultural Revolution in 1966?
	Target:	Causation/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. re-assert his position as leader.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, attempt to ensure the revolution was not diluted, remained of the people.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, remove some of the CCP officials, remove Western ideas..	(5)
	(a) (iv)	Describe the key features of life in China during the Cultural Revolution.
	Target:	Causation/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. resulted in deaths, brought chaos.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, higher education was paralysed, role of the Red Guard.	(3-5)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, use of Mao's book, internecine war in the party, reduction of the RG's powerand return to normality.	(6-7)
	(b) (i)	Why was there unrest in China in the years after the death of Yuan Shi Kai (1916) to the Northern Expedition (1927)?
	Target:	Causation/recall of knowledge
	Level 1:	Simple statement about causes supported by some knowledge e.g. rise of the warlords. 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, impact of the FWW. 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, issues just before the death of Yuan, no overall leader, weak army. 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, fighting continued until GMD and CCPcombine to eradicate the chaos - the attacks on the warlords end in problems for 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.	(9-10)
	(b) (ii)	In what ways did support for the Chinese Communist Party change in the years from the Northern Expedition (1927) to its victory in the civil war (1949)?
	Target:	Key features/recall of knowledge N.B. No credit will be given for copying stimulus material without elaboration.
	Level 1:	Simple statements supported by some knowledge e.g. describes the stimuli or makes a general statement about the developing party but major setback with the Shanghai incident. 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 - split with GMD, attempt to marginalise, or brings in other knowledge - confidence of GMD, retreat of the CCP. 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, strength of Mao, impact of the Long March and acquisition of support for CCP - role of Mao. May also use additional own knowledge - issue of the war with Japan emerging. 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 see the factors behind development, 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 - able to see weaknesses of GMD as advantageous to 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.	(13-15)

2.	(a) (i)	What is meant by the term ‘Three Principles of the People’?
	Target:	Key features/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. Nationalism, socialism and democracy.	(1)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, ensure foreigners were not allowed primacy, ensure that all Chinese were involved and root out poverty by means of socialism.	(2-3)
	(a) (ii)	Why did the May 4th Movement begin in Chin in 1919?
	Target:	Causation/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. disappointment with the Treaty of Versailles - Japan still dominated China.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, Japan allowed to retain Kiaochow and Shantung. Students demonstrated against the decisions in Europe.	(3-4)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, Chinese government weak - had not withstood the Allies.	(5)
	(a) (iii)	Why was the Communist Party able to win the support of many of the Chinese people in the 1920s?
	Target:	Causation/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. CCP helped to organise the workers in places - how to strike etc.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, peasants given ideas on how to challenge landowners - popularity of CCP increases.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, Peasant Associations, trade unions feel progress made - role of Mao as instigator..	(5)
	(a) (iv)	Describe the key features of the Long March (1934-35).
	Target:	Key features/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. Mao and CCP besieged blockhouses - decision to trek to Shensi.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, constant attacks, crossed rivers, Luting Bridge, mountains.	(3-5)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, travelled 6,000 miles, many battles, only 20,000 out of 100,000 survived, CCP survived, won support of peasants.	(6-7)
	(b) (i)	In what ways did Mao Zedong maintain the control over the people of China in the 1950s and early 1960s?
	Target:	Key features/recall of knowledge N.B. No credit will be given for copying stimulus material without elaboration.
	Level 1:	Simple statements supported by some knowledge e.g. describes the stimuli or makes a general statement. 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 - fear, severe rule e.g. landlords. 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 - control, all sections of society touched - may also use additional own knowledge - much was seen as improvement on the old life. 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. Use of party, control of nationalities, may end with Cultural Revolution. 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 were many of Mao Zedong's industrial policies unsuccessful in the 1950s and 1960s?
	Target:	Causation/recall of knowledge
	Level 1:	Simple statement about causes supported by some knowledge e.g. poor quality steel in the backyard furnaces. 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 as L1, withdrawal of Soviet help hampered progress, Soviet Union had charged high interest on loans. 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, eschewed modern western methods, relying on mass labour - not efficient. 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, failure to invest in new machinery, lack of linked planning across industries. 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. The photograph below shows the construction of the Berlin Wall in 1961. Look at the photograph and answer all the questions that follow.

(i)

Give ONE reason to explain why there was a crisis over Berlin in 1961.

(3)

(ii)

In what ways did relations between the USA and USSR improve in the years 1963-69?

(5)

(iii)

Describe the key features of the Strategic Arms Limitation Talks (SALT) in the 1970s.

(5)

(iv)

Why did relations between the USA and the USSR worsen in the years 1980-85?

(7)

(Total 20 marks)

(b)

Part (b) of this question is about relations between the USA and the USSR in the years 1945-90.

(i)

In what ways did relations change between the USA and the USSR in the years 1945-56?

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

     1947   Truman Doctrine

     1947   Marshall Plan

     1948   Berlin Blockade

     Formation of the North Atlantic Treaty Organisation (NATO), 1949 and the Warsaw Pact, 1955

(15)

(ii)

Why did relations between the USA and the USSR change in the years 1985-90?

(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 1945-56. The photograph below shows Churchill, Roosevelt and Stalin meeting at Yalta in 1945. Look at the photograph and answer all the questions that follow.

(i)

Give ONE reason to explain why the Allies met at Yalta in 1945.

(3)

(ii)

Describe the key features of the Potsdam Conference (1945).

(5)

(iii)

Why did the USA help the countries of Western Europe in the years 1945-48?

(5)

(iv)

In what ways did the Cold War develop in the years 1949-56?

(7)

(Total 20 marks)

(b)

Part (b) of this question is about relations between the USA and the USSR in the years 1960-90.

(i)

In what ways did the Cuban Missile Crisis change relations between the USA and the USSR in the 1960s?

(10)

(ii)

Why did relations between the USA and the USSR change in the years 1980-90?

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

     War in Afghanistan

     Role of Reagan

     Role of Gorbachev

     Problems in Eastern Europe

(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 there was a crisis over Berlin in 1961.
	Target:	Causation/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. the wall built to stop refugees moving from the east to the west.	(1)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, tested Kennedy, Khrushchev angry at events over Cuba, U2.	(2-3)
	(a) (ii)	In what ways did relations between the USA and USSR improve in the years 1963-69?
	Target:	Key features/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. hot-line and detente.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, partial Test-Ban Treaty, grain sales - feeling of optimism.	(3-4)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, SALT begins in 1969 - despite issues over Czechoslovakia and Vietnam.	(5)
	(a) (iii)	Describe the key features of the Strategic Arms Limitation Talks (SALT) in the 1970s.
	Target:	Key features/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. first SALT ratified - second failed because of the invasion of Afghanistan.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, SALT 1 limited increase in number of nuclear missiles and 5 year delay on the building of more missiles. ABMs restricted by separate agreement. SALT did not cover multiple warhead missiles or battlefield weapons.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, SALT 2 began in 1975 and lasted for 4 years - agreements reached on strategic weapons, but talks not ratified.	(5)
	(a) (iv)	Why did relations between the USA and the USSR worsen in the years 1980-85?
	Target:	Causation/recall of knowledge
	Level 1:	Single statements supported by some knowledge e.g. USSR refused to pull out of Afghanistan.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, US responses showed situation worsen - grain exports stopped and 1980 Olympics boycotted.	(3-5)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, Reagan - 'evil empire', Star Wars and failure of START exacerbated the situation. Leadership in USSR weak and there was discontinuity.	(6-7)
	(b) (i)	In what ways did relations change between the USA and the USSR in the years 1945-56?
	Target:	Key features/change/recall of knowledge N.B. No credit will be given for copying stimulus material without elaboration.
	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. Soviet control in Eastern Europe. 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 - Hungary and the Suez crisis. 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. 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 relations between the USA and the USSR change in the years 1985-90?
	Target:	Causation/recall of knowledge
	Level 1:	Simple statement about changes supported by some knowledge e.g. Gorbachev the new leader of the Soviet Union. 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 e.g as L1, Gorbachev willing to make changes, role of Reagan. 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, sees Gorbachev's policies as key to change, even Reagan seeking to reduce arms spending. 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, summit meetings, INF, feelings of optimism, Gorbachev ended conflict in Afghanistan, Gorbachev's attitude to Eastern Europe encouraging in the development of better 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)	Give ONE reason to explain why the Allies met at Yalta in 1945.
	Target:	Causation/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. decide the fate of Germany.	(1)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, plan the final attack on Germany, work out details of the occupation, ensure no recurrence as after Versailles.	(2-3)
	(a) (ii)	Describe the key features of the Potsdam Conference (1945).
	Target:	Key features/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. Germany and Berlin divided into 4 zones.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, war trials, Germany to be de-Nazified.	(3-4)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, decisions on the government to be taken jointly, reparations, free elections in Germany.	(5)
	(a) (iii)	Why did the USA help the countries of Western Europe in the years 1945-48?
	Target:	Causation/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. sent money via Marshall Plan to help economies.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, expands on Marshall Plan, protection via Truman Doctrine to contain communism.	(3-4)
	Level 3:	Developed explanation supported by appropriately selected knowledge e.g. as L2, assistance to western zones of Germany in the blockade, assistance to Greece and Turkey. Creation of prosperity to block threat of USSR.	(5)
	(a) (iv)	In what ways did the Cold War develop in the years 1949-56?
	Target:	Key features/recall of knowledge
	Level 1:	Simple statements supported by some knowledge e.g. alliances formed - NATO and Warsaw Pact.	(1-2)
	Level 2:	Developed statements supported by relevant knowledge e.g. as L1, Berlin Blockade soured relations, division of Germany exacerbated the position.	(3-5)
	Level 3:	Developed explanations supported by appropriately selected knowledge e.g. as L2, sees the development of the Cold War - Hungary and Suez.	(6-7)
	(b) (i)	In what ways did the Cuban Missile Crisis change relations between the USA and the USSR in the 1960s?
	Target:	Change/recall of knowledge
	Level 1:	Simple statement about changes supported by some knowledge e.g. initially worsened - almost brought war. 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 e.g. as L1, then general improvement in the decade - detente - SALT at the end of the decade. 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, hot-line and the Partial Test Ban Treaty, grain sales. 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, sees that issue of nuclear war recedes - Vietnam, Israel, and Czechoslovakia created no major crisis. 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)
	(b) (ii)	Why did relations between the USA and the USSR change in the years 1980-90?
	Target:	Causation/recall of knowledge N.B. No credit will be given for copying stimulus material without elaboration.
	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 - failure of SALT 2, deadlock in START. 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 - leadership in Soviet Union weak, internal issues. 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 to give overview - summits, INF. 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)

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