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Russia - Sources
Source A:	From a school textbook on the Russian Civil War, published in 1987.
From the winter of 1918-19 the White commanders, Kolchak and Denikin, faced a struggle against great odds. The Bolsheviks had had a year to establish and strengthen their position. They controlled most of the military resources of old Russia and had more popular support. Their forces outnumbered those of the Whites by ten to one.
Source B:	A map showing Russia in the early stages of the Civil War, 1918-21.

Source C:	From a history textbook on the history of the USSR, published in 1981.
The Bolshevik Party sent the best of its members to join the Red Army. By the end of 1918 the Red ARmy numbered more than 1,700,000. It was a strong force. Even so, on every battlefront Red Army units had to fight against an enemy which was better equipped, better trained, in a better position and with a greater number of troops. Furthermore the enemy had the support of foreign powers who were united in the common hatred of the victorious socialist revolution in Russia.
Source D:	A Bolshevik poster of 1918. The three men represent the USA, France and Britain. The names of the dogs are three commanders of the White armies, Denikin, Kolchak and Yudenich.

Source E:	A White Army colonel describes the punishment of a village in March 1918. The village was accused of helping the Bolsheviks.
The soldiers on horseback entered the village, met the Bolshevik committee and put the members to death. After the execution, the houses of the Bolsheviks were burned and the whole male population under 45 whipped soundly. Then the population was ordered to deliver without payment the best horses, the best cattle, pigs, fowl and bread for all the soldiers on horseback.
Source F:	From a history textbook about Russia, published in 1994.
Trotsky was a brilliant organiser who created a regular, disciplined army which became a very effective fighting force. In comparison, the White armis were poorly led. Of the three foreign powers most directly involved, only Britain made a serious commitment to the Whites. France lost interested as soon as its troops were defeated in the Ukraine in 1919 and was soon followed by the USA.

Russia - Mark Scheme
(a)	Study Source A.
	What can you learn from Source A about the military situation of the Bolsheviks during the course of the Russian Civil War?		(4)
	Target:	Comprehension of source (A02)
	Level 1:	Simple statements taking the source at face value, e.g. the Bolsheviks outnumbered the Whites.	(1-2)
	Level 2:	Developed statements showing sound comprehension OR statements making inferences/judgements, placing the source in context, e.g. the Bolsheviks were far stronger than the Whites, having many more soldiers and controlling the key parts of Russia.	(3-4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about the military situation of the Bolsheviks during the course of the Civil War? Explain your answer.		(6)
	Target:	Corroboration by cross-referencing of sources (A02)
	Level 1:	Simple statements identifying support/differences at face value, e.g. Source C supports Source A because both mention the size of the Bolshevik army. Source C also supports Source B because the map shows foreign help for the Whites.	(1-2)
	Level 2:	Developed statements identifying support/differences. e.g. as L1. Source C explains that the Whites were much stronger than the Reds. This is not supported by A which has the opposite view - the Reds were in a much stronger position. Source B agrees with C that the Whites had foreign aid but disagrees in that the Reds control the centre.	(3-4)
	Level 3:	Developed explanation which identifies similarities/differences from all three sources with a substantiated conclusion evaluating the extent of support between the sources. e.g. as L2 but but Source C strongly disagrees with A. Opposite views of the position of the Bolsheviks and Whites. Source C also disagrees with B because the map shows the Bolsheviks in a strong consolidated central position against the scattered forces of the Whites..	(5-6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of the activities of the Bolsheviks and the Whites during the Civil War?		(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. LEVEL 1.
	Level 1:	Simple statements about utility based on content OR nature of sources. e.g. Source D useful because it was drawn 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. as L1. Source D is useful because it is a good example of the propaganda used by the Bolsheviks during the Civil War. Source E is useful because it provides evidence of the ruthlessness of the Whites during the Civil War and is written by a White colonel who witnessed such brutality. 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 all the sources using both nature, origin and purpose of sources AND content e.g. sees provenance of Source D as critical, especially purpose of poster to show the Whites as puppets of the western powers and turn Russian people against them. Very good example of Bolshevik propaganda but exaggerates position of Whites. Provenance of Source E also important. Written by white colonel who has no reason to exaggerate the actions of the White troops.	(7-8)
(d)	Study all the sources.
	‘The main reason for Bolshevik victory in the Civil War was the poor leadership of the White armies.’ 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)
	Level 1:	Simple statement offering points using sources OR own knowledge OR both, e.g. Source A mentions the weakness of the Whites.	(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 L1 but uses knowledge of divisions in Whites. OWN KNOWLEDGE OR SOURCES ONLY MAX L2/6.	(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 especially the strengths of the Bolsheviks using Sources B and F or further develops weaknesses of the Whites using Sources B and D 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 strengths of Bolsheviks and weaknesses of Bolsheviks.	(11-12)

Vietnam - Sources
Source A:	From a textbook on the war in Vietnam, published in 1998.
In 1969 President Nixon decided on a policy of 'Vietnamisation'. This meant that gradually American troops left Vietnam. As they left, the South Vietnamese Army would do more and more of the fighting. The United States would continue to support the Saigon government with the US Air Force and equipment. At the same time, the peace negotiations in Paris would carry on. It did not work because the South Vietnamese Army would be no match for the communist forces.
Source B:	A US cartoon of 1969 commenting on Nixon's policy of Vietnamisation. The scarecrow represents the South Vietnamese Amry and the crows the communist forces.

Source C:	From an interview in 1980 with K. Moorefield, special adviser to the US Ambassador in South Vietnam in 1975.
It was clear that the South Vietnamese forces were spread pretty thin in the Central Highlands of Vietnam. The South Vietnamese complained of a lack of hand grenades and ammunition. They were not operating in an attacking manner. One company of troops had been hit hard by a North Vietnamese regiment. It seemed clear the USA has not sufficiently equipped the South Vietnamese forces.
Source D:	A photograph taken in 1969 of a demonstration in the USA in support of the war in Vietnam and against the anti-war demonstrations. The 'hard hat' became a symbol of those who supported the war.

Source E:	From a US magazine, Newsweek, published in early 1973 about the war in Vietnam.
The USA began at last to remove itself from an unpopular and lousy war that had plagued four Presidents and driven one from office. It had split the country more than any event since the Civil War and was seen by the majority of US citizens as a waste of time. The war produced no famous victories, no national heroes, no patriotic songs and no memorable armistice day celebrations. America was too exhausted by the war and too suspicious of the peace to celebrate.
Source F:	From a school history textbook, published in 2001.
Throughout the war the North Vietnamese proved that they could absorb far more pain and suffering than the US could inflict upon them. For the USA, the war was a 'limited one' far from home. For the North Vietnamese it was a total war. They were fighting to defend their homeland. Communist China and the Soviet Union provided enough weapons and supplies to keep the North Vietnamese going. Especially valuable were Soviet anti-aircraft guns, missiles and tanks.

Vietnam - Mark Scheme
(a)	Study Source A.
	What can you learn from Source A about the aims of Nixon's policy of 'Vietnamisation'?		(4)
	Target:	Comprehension of source (A02)
	Level 1:	Simple statements taking the source at face value, e.g. Nixon would withdraw American troops from Vietnam.	(1-2)
	Level 2:	Developed statements showing sound comprehension OR statements making inferences/judgements, placing the source in context, e.g. Nixon was trying to get US troops out of Vietnam and use the South Vietnamese to defeat the Vietcong. The policy was not a success due to the weakness of the ARVN.	(3-4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about Nixon's policy of Vietnamisation? Explain your answer.		(6)
	Target:	Corroboration by cross-referencing of sources (A02)
	Level 1:	Simple statements identifying support/differences at face value, e.g. Source C says the South Vietnamese were poorly equipped. Source A says the ARVN were no match for the communist forces. Source B shows a scarecrow, the ARVN, being attacked by crows, the communists.	(1-2)
	Level 2:	Developed statements identifying support/differences. e.g. Source C .supports A in that both explain the weakness of the ARVN. Source C also supports B because the cartoon shows that the ARVN was not strong enough to take on the communists.	(3-4)
	Level 3:	Developed explanation which identifies support/differences from all three sources with a substantiated conclusion on the extent of support between the sources. e.g. as L2 but differences between A and C. C says ARVN badly equipped yet in A US to support ARVN with Air Force and equipment. C says ARVN lacked equipment yet scarecrow has equipment in B.	(5-6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of the effects of the war on the people of the USA?		(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 E is useful because it is an article written at the time. Source D is useful because it is a photograph 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 E is useful because it explains how the war affected American opinion, how it divided Americans and aroused much opposition. Source D is useful because it shows the reactions of those who supported the war. 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 all 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 E is written for a magazine which seems to be trying to reflect the mixed reactions to the war itself in 1973. However it was written by somebody who appears to be against the war. Source D shows the actions of those who supported the war and could be a good example of pro-war propaganda. It provides an insight into the less publicised supporters of the war.	(7-8)
(d)	Study all the sources.
	‘The main reason for communist victory in the war with Vietnam was the strength of the North Vietnamese forces.’ 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)
	Level 1:	Simple statement offering points using sources OR own knowledge OR both, e.g. Source C explains the strength of the North Vietnamese forces.	(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 L1 but uses own knowledge to explain the strength of the North Vietnamese forces. OWN KNOWLEDGE OR SOURCES ONLY MAX L2/6.	(4-7)
	Level 3:	Developed explanation making explicit and confident use of the sources and supported by selected knowledge. e.g. as L2 but but develops strengths OR may look at other reasons for victory using Sources A, B, C and D 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 of various factors.	(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 Russian Civil War, 1918-21. 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 military situation of the Bolsheviks during the course of the Russian Civil War?	(4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about the military situation of the Bolsheviks during the course of the Civil War? Explain your answer.	(6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of the activities of the Bolsheviks and the Whites during the Civil War?	(8)
(d)	Study all the sources.
	‘The main reason for Bolshevik victory in the Civil War was the poor leadership of the White armies.’ 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 reasons for US defeat. 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 aims of Nixon's policy of 'Vietnamisation'?	(4)
(b)	Study Sources A, B and C.
	Does Source C support the evidence of Sources A and B about Nixon's policy of Vietnamisation? Explain your answer.	(6)
(c)	Study Sources D and E.
	How useful are these two sources as evidence of the effects of the war on the people of the USA?	(8)
(d)	Study all the sources.
	‘The main reason for communist victory in the war with Vietnam was the strength of the North Vietnamese forces.’ Use the sources, and your own knowledge, to explain whether you agree with this view.	(12)
	(Total 30 marks)