0470 Coursework Handbook (For Examination From 2020)

Coursework Handbook
Cambridge IGCSE™ / Cambridge IGCSE (9−1)

History 0470 / 0977
For examination from 2020
Version 3
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Copyright © UCLES 2018 (updated 29/04/21)

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Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES),
which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from
this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any
material that is acknowledged to a third party, even for internal use within a Centre.
Contents
Introduction ..................................................................................................................................... 4
Section 1: The coursework component ........................................................................................... 6
Section 2: Planning and teaching coursework in your school ........................................................ 14
Section 3: Marking coursework ..................................................................................................... 17
Section 4: Managing the administration of coursework ................................................................. 60
Appendix 1: The generic mark scheme ......................................................................................... 61
Appendix 2: Ideas for teaching ‘significance’ ................................................................................. 63
Coursework Handbook
Introduction
Advice and guidance
This handbook is a guide to the delivery of Component 3 Coursework, of Cambridge IGCSE
History. It contains the following:
• details of the coursework requirements
• an explanation of the assessment objectives
• advice on setting coursework assignments
• examples of coursework schemes used by schools
• advice on marking coursework
• marked samples of learners’ work.
Contents of the handbook

Section 1: the coursework component
This section provides a comprehensive explanation of the key features of Cambridge IGCSE
History coursework.
The section includes:
• An explanation of the structure and content of the coursework option including what learners
have to do and what their completed work should look like. This is the place to start if you
wish to understand the basic nature and requirements of coursework.
• An explanation of the assessment objectives and how they can be met. This section
explores the nature of what learners need to do at a deeper level. It contains guidance
about what qualities would be expected in a good piece of extended writing and what is
meant by terms such as ‘significance’, ‘relevance’, ‘deployment’ and ‘argument’ which
appear in the mark schemes.
• Guidance on how to construct coursework questions. It is essential that the questions that
are set enable learners to demonstrate the skills and understandings in the mark scheme.
This section provides guidance about this important feature of the teacher’s role in
coursework.
• An explanation of the circumstances under which learners complete the work.
Coursework is different from both examinations and controlled assessment and this
section explains how. It also provides guidance on the role and responsibilities of the
teacher while learners are completing their work.
• An explanation of the support provided by Cambridge International to teachers who have
chosen the coursework option.
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Section 2: Planning and teaching coursework in your school

This section offers advice that is particularly useful for those teaching this qualification for the first
time, including:
• when, during the two year course, it is best to begin coursework
• what considerations to bear in mind when choosing a topic for coursework
• how to develop a scheme of work for coursework
• some ideas for teaching and learning relating to coursework, especially in terms of
developing the skills and understandings that learners will need. For example, the
concept of ‘significance’.
Section 3: Marking coursework

This section aims to familiarise you with the mark scheme and how to apply it, and offers
some good practice advice on internal moderation. It provides:
• an explanation of the main features of the generic mark scheme

• advice on how to apply the mark scheme using a ‘best fit’ approach through a
holistic reading of the answers
• advice on annotating coursework and how to conduct internal moderation
• marked samples.
Section 4: Managing the administration of coursework

This section offers an explanation of the administrative processes relating to the
coursework component and includes:
• advice on how to record and despatch marks and an explanation of all the
forms that need to be completed
• an explanation of how external moderation works and the teacher’s part in this.
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Section 1: The coursework component

1:1 The structure and content of coursework
1.1.1 Content
Component 3 requires that candidates produce one piece of extended writing (up to 2000 words in
length). This can be based either on a Depth Study selected from the syllabus (that is from those
studied for Component 1) or one devised by the centre. The latter is sometimes used by the centre in
countries that are not represented amongst the Depth Studies listed in the syllabus for Component 1.
However, the content of a centre-devised Depth Study must not overlap with any of the core content
that learners are studying for Paper 1.
A centre-devised Depth Study should be comparable in amount and demand to the Depth Studies
in the syllabus. It is expected that during a two- year course of study, about 12 weeks would be
spent on the teaching and learning of the Depth Study and on the completion of the coursework in
total.
1.1.2 The task

Learners must complete one question on the chosen Depth Study set by the teacher. The question
does not have to cover all aspects of the Depth Study, for example, it could focus on a major
individual or development from within the Study. However, it must allow learners to draw on and
demonstrate their broad contextual knowledge and understanding of the Depth Study as a whole.
The question set for coursework, or the issues within it, should not be directly addressed during the
teaching and learning of the Depth Study.
The question should be focused on the issue of ‘significance’. The significance of an individual, a group,
an organisation, an event, a development, a policy, or even an idea may be used.
The task must be set as one question. It should not be broken down into a series of smaller
questions.
It is very common for all the learners in a centre to complete the same question. However, it is
permissible for different Depth Studies to be allocated to different teaching sets within the same centre.
Question would be appropriate to the particular Depth Study being studied in each case. It is
theoretically possible for every learner within a centre to answer a different question but this is not
advised. Where different questions are used, it is important that the questions are comparable in what
they demand and in what they allow learners to do.
1.1.3 Candidates’ responses

Candidates’ responses should be no longer than 2000 words. Any part of the answer beyond 2000 words will
not be assessed. Coursework may be produced in class or in the candidate’s own time. However, the centre
must ensure that coursework is the candidate’s own work.
Candidates should select relevant material and organise and deploy it relevantly to answer the question.
They should also develop, explain and support their own arguments and judgements. They should try and
avoid description and narrative, and focus on producing a clear and supported answer to the question.
Learners should therefore be encouraged to develop and use their own arguments, judgements and points
of view. In order to access all the marks available, candidates will need to produce an extended piece of
writing. It is permissible for weaker candidates, however, to use sub-headings.
Learners should not be encouraged to use the generic mark scheme as a checklist. They should, instead, try
and write a focused, informed and well-argued answer to the question. It is important that they understand
that the markers and moderators are not interested in how much candidates know or can write; they are only
interested in how well they have used their knowledge and information to answer the question.
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Coursework must be the learner’s own work. Any quotations, copied or paraphrased material must be fully
acknowledged. This can be done within the text of the answer or in footnotes.
Once coursework has been assessed, learners are not allowed to repeat the task or redraft their work.
1.1.4 Marking and moderating

The generic mark scheme in the syllabus booklet for the year in which the examination is to be sat, must be
used for marking coursework. Alternative versions of this mark scheme must not be used. Coursework is
marked out of 40 marks by the centre and externally moderated by a Cambridge moderator.
The approximate weightings of the assessment objectives are:
Assessment objective 1 (AO1) = 15 marks
Assessment objective 2 (AO2) = 25 marks
1.2 The nature of the assessment objectives

1.2.1 Assessment objective 1
This assessment objective as it relates to coursework is about the ability to select relevant material, and then
organise and deploy it relevantly for a particular question.
Selection
When starting their coursework the first task for learners will be to think about what the question is asking
and what answering it will involve. They can then begin to select what material might be useful and relevant.
Most learners will have access to their knowledge of the topic, their classwork, textbooks and perhaps
reference books and the internet. They need to select examples from all this content that will be useful and
relevant. This stage of the process is vital because the challenge for most learners will be to provide an
answer to the question within 2000 words.
For example, if a learner is asked to explain ways in which Hitler was significant in the rise of the Nazis and
the consolidation of their power, they might choose to include in their answer (among other things)
Hitler’s use of the Reichstag Fire and the Night of the Long Knives. It would not, however, be wise to write a
narrative of the years 1924 to 1934. Learners should understand that a comprehensive answer to the
question is not expected when only 2000 words are available. They need to select what they regard as the
most important features that allow them to construct and support an argument about significance.
Answers that use two or three aspects (of significance) relevantly and in depth will always score higher
marks than answers that try and cover many more aspects because each will be dealt with only superficially.
It should be noted that ‘relevant’ is a key word in the mark scheme. Coursework that contains substantial
sections of irrelevant material e.g., long-winded descriptive introductions, will be failing against one of the
key criteria and this will affect the level into which it can be placed.
Deployment
Once learners have selected some relevant material and examples from the given context, they need to
think about how they are going to deploy these relevantly to answer the question. It is not uncommon to read
work where the learners have chosen relevant material and good examples but have not used them in the
right way. Sometimes this is because they have used them for a description or a narrative.
Learners need to remember that their central task is to answer the question. Every paragraph should help
towards this. It should be helping to drive the answer along. The material and examples selected by the
learner should be used in this way – to help drive the argument. Thus Hitler’s use of the Reichstag Fire,
mentioned above, should be used as an example of how Hitler manipulated situations in a skilful way to help
strengthen the Nazi position. To describe what happened is not enough. To assert that it was important to
the Nazis is not enough. Providing an explanation of how it helped strengthen the Nazi position is key.
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However, it is also important that learners remember that they are not explaining the importance of the
Reichstag Fire for its own sake. They are explaining it as one element in a bigger explanation of the
significance of Hitler’s contribution to the consolidation of Nazi power.
Organisation
It is possible for answers to demonstrate good, relevantly deployed material but still fail to articulate an
effective answer. Answers need to be well-organised and coherent (more is said about this later). They need
to tackle the question in a logical order, having identified how the material builds up and supports the main
thrust of their argument. Above all, as the answer proceeds, a clear and consistent argument should be
emerging.
For example, let’s consider the question ‘Assess how far Stresemann was significant to Germany in the
1920s and early 1930s’. A learner might divide an answer into four parts:
(i) examining what happened before Stresemann,
(ii) considering how far Stresemann changed what was already happening (and how far he was
responsible for these changes),
(iii) considering what happened after Stresemann’s death to establish how long-lasting or deep his
changes/ improvements were,
(iv) reaching an overall assessment of his significance based on the earlier section.
1.2.2 Assessment objective 2

Argument and judgement
It is important that learners develop their views and arguments. A moderator will not be impressed by all the
learners in a centre using exactly the same views and arguments. Learners should be encouraged to
understand that there are no right answers to their coursework question. The same question will produce
dozens of different answers, all of them valid. However, learners also need to understand that their views
need to be supported with argument that itself is informed by sound and accurate knowledge, relevant and
well-chosen examples, and good understanding of the history. The latter will include the learners’ grasp of
concepts such as causation and change and of peoples’ ideas, beliefs and intentions at the time. Above all,
learners need to have some understanding of the concept of significance.
The concept of ‘significance’
It is important that teachers, learners and moderators share a common understanding of how the concept of
significance should be used in coursework. Assessing significance involves a broader judgement than
assessing importance and goes further than questions of causation.
For example, a question that asks how important Lenin was in the success of the October Revolution would
involve a learner in comparing the importance of Lenin with that of other factors such as Trotsky or the
weakness of the Provisional Government. The question turns into a causation question and answers explain
the causes of the success of the Revolution (i.e. a specific incident or event).
A question that asks about the significance of Lenin in Russian history from 1917 to 1930 is a question about
his importance over time and relates to a whole range of issues from which the learner must select. A good
approach to this question might be:
• to assess Lenin’s impact from 1917 to 1924 (one way of doing this would be to compare how much
Lenin changed things, which would involve some comparison with the period before 1917)
• compare Lenin’s contribution in bringing about these changes with the contribution of other factors
• and assess how long-lasting Lenin’s contribution was after his death up until 1930.
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When measuring significance learners should try and measure it across time (impact at the time) and over
time (longer-term impact). This can be shown in diagrammatic form as a cross.
Criteria can then be used to help measure the extent of significance. These might include:
Significance across time (impact)
Width of impact
• how many people, groups or institutions were affected?
• which different types of people were affected (e.g. rich/poor)?
• were men/women affected to the same degree?
• were different parts of the country/world affected in the same way?
• how wide, geographically, was the impact?
• depth of impact
• how deeply were people’s lives, beliefs and attitudes affected?
• how far were other aspects, e.g. institutions, power relationships, changed?
• for how long were people affected?
• how important was it to people?
• how powerful was the impact?

• what kind of reaction was caused?
• how far was it remarked on by people at the time?

Nature of impact
• how far was it beneficial?

• how typical or unique?
• how expected/unexpected?
• how reported/how received?

• how iconic/symbolic?
Significance over time (relationship to other events)
• how much of a change occurred between what went before and what came after, e.g. how far was it
a turning point?
• how much continuity occurred between what went before and what came after, e.g. how far was it
part of a trend?
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• how far did it affect things in the longer term, e.g. was it a false dawn, how long did the impact last?
Conclusions and points of view – different approaches
It is important that learners demonstrate a clear direction of purpose in their analysis as this helps to build a
context within which they can evaluate the facts and arrive at their own interpretation.
One of the advantages of coursework is that it provides learners with an opportunity to carefully plan their
work and produce a rough draft. Therefore, they should be in a position of knowing what their overall
argument and point of view is before they start writing the final draft.
Learners should indicate their main viewpoint and argument before they start writing the final draft. One
approach is to state this in the opening paragraph of the coursework. This gives focus and direction to the
rest of the answer in which the learner justifies their point of view.
For example, taking our Stresemann question from the ‘Skill of organisation’ paragraph above, a learner
could begin by stating that they are going to argue that Stresemann was not very significant for Germany.
Such an approach would need to take careful note of the command words in the question in order to answer
effectively and remain focused. In the Stresemann question the command is to ‘assess how far’. If this is
ignored, the answer could become one-sided and fail to deal with alternative arguments. The learner would
need to explain arguments that support Stresemann’s significance and then argue why these are not as
convincing as the opposing arguments.
The force of the argument is drawn from the opposition of one view against another. If the learner were to
argue that Stresemann’s significance was weak and the significance of other factors was stronger, then both
sides of the argument would effectively be arguing the same point.
This approach, if carried out effectively, ensures that the question is being directly answered all the way
through and makes a conclusion unnecessary.
An alternative approach would be to explain and analyse the arguments that suggest Stresemann was
significant, do the same with the opposing factors, and then reach a conclusion.
The problem with this approach is that the learner is only directly addressing the question (the crucial ‘How
far?’ part) in the conclusion. If the conclusion is only a few lines long, the answer will not receive a high mark.
If this approach is adopted (and it is a more manageable one for average and below-average learners), then
it is important that the conclusion is at least a page in length and contains supported arguments that emerge
from, but go further than the main body of the answer.
What is to be avoided is an answer that simply explains both sides of the argument but never directly
addresses the evaluative aspects of the question such as ‘How far?’ or ‘To what extent?’
1.2.3 Producing an extended piece of writing

We are asking learners to produce a piece of extended writing, which is a considerable challenge in its own
right. The following section contains advice about constructing such a piece of writing. It should be
remembered that producing a well-organised and focused answer of this length is a challenge and learners
should not be attempting such a piece of work for the first time when they start on this coursework. It is
important that learners have had earlier opportunities to produce work of this length. This could be done on
other, earlier, parts of the syllabus content.
A plan
Constructing a plan is important because it helps learners think about the question and how to answer it.
They will need to think about what is relevant, what to leave out and the order in which they are going to
answer the question. It also gives learners an overview of the answer which they can constantly refer to
when writing out their final draft. The plan will help to keep them focused.
A blank sheet of paper is often terrifying for learners and the first sentence of an answer is often the hardest
part to complete. Producing a plan can help learners get over this. To get started they could generate ideas
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(on separate bits of paper) and then begin to organise their ideas to create a kind of map. An outline of the
overall shape of the answer should then emerge.
First draft
Introduction – learners should briefly explain how they plan to answer the question, and state what
their overall argument/point of view is. There is no need to describe the content background/context.
Main body of answer – every paragraph should directly address the question and should take the
argument further. There should be a logical development from one paragraph to another. There
should be an overall clear structure and organisation.
Conclusion – this should grow out of and follow on from the argument and analysis in the main part of
the answer. A direct answer to the question should be given and this needs to be substantiated and
argued if this has not been done earlier in the answer.
Questions for learners to ask themselves before writing final draft:
• Am I within the 2000 words?
• Have I answered the question?

• Is my final answer to the main issue in the question clear, developed and supported? (This can be
either in the main part of the answer or in a developed conclusion.) Is each paragraph used for a
new idea, aspect or argument?
• Does every paragraph address the question?
• Do the paragraphs logically flow from one to the other?
• Is there anything important that I have left out?
• Are there any sections of description or narrative or anything irrelevant that I should delete?
• Does sentence construction, grammar, punctuation or spelling need to be improved or corrected?
1.3 Constructing coursework tasks

1.3.1 Setting suitable questions
The task should always be set as a question.
Constructing a suitable question is essential. If the question does not provide learners with opportunities to
meet the requirements of assessment objectives 1 and 2 and to measure ‘significance’, they will struggle to
achieve a reasonable mark.
The question should be set in such a way that it requires learners to assess the significance of the chosen
aspect. It is also important that the question does not turn into a conventional ‘causation’ question simply
requiring the relative importance of causal factors to be compared. An assessment of significance goes
beyond this, as has been explained above.
To ensure that the question requires learners to assess significance, rather than simply describe it, it is
useful to begin the question with words such as, ‘How?’ or ‘How far?’ or ‘To what extent?’ Another approach
is to provide a statement about significance and then ask how far the learners agree with the statement.
The question should not be phrased in a way that does not require assessment of significance, e.g. ‘Explain
the significance of...’. Questions should always require learners to measure or assess significance, e.g. ‘How
far was Mao a significant figure in Chinese history during the second half of the twentieth century? ’
The question should have a clear focus. It is not helpful to set a question that involves two ideas, factors or
statements, e.g. ‘Roosevelt’s New Deal was successful despite facing enormous opposition from different
directions.’ How far do you agree with this statement?’
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The following questions would also be suitable:

How significant was General Haig in the First World War? Explain your answer.
To what extent was the New Deal a significant factor in American history, 1933–1942? Explain your
answer.
‘In the area of civil rights, President Kennedy was a very significant figure.’ How far do you agree with
this statement? Explain your answer.
The question should also allow learners to meet the requirements of assessment objective 1 (AO1) and
assessment objective 2 (AO2); particularly selection, organisation and deployment of knowledge; and the
ability to construct historical explanations, arguments and judgements.
1.4 Completion of coursework and the role of the teacher

1.4.1 Completion of coursework
It would normally be expected that learners would begin their coursework shortly after the teaching and
learning of the relevant Depth Study has been completed.
Coursework can be completed in class under supervision, unsupervised in the centre, or in the candidate’s
own time, e.g. at home. Many teachers find it useful to allow learners to begin their work in class and then
complete it in their own time.
It is the centre’s responsibility to ensure that the completed coursework is entirely the learner’s own work.
Learners should not collaborate with other learners, nor should they receive help from other individuals.
Some teachers find the easiest way to ensure this is to have all the coursework completed in class under
supervision. However, this does not necessarily mean examination conditions.
Learners can have access to the work they have completed during the teaching and learning of the Depth
Study, textbooks, reference books, the internet and any other resources the teacher decides may be useful.
Learners should not rely on just one textbook. They need to read a range of information to give them scope
to develop their own ideas and arguments. However, it is also important not to swamp learners with too
much material.
Anything included in the work that is not the learner’s own work, e.g. quotations and copied or paraphrased
material, must be fully acknowledged. This can be done within the text of the answer or in footnotes.
Once coursework has been assessed by the teacher, candidates are not allowed to repeat the question or
redraft their work.
1.4.2 The role of the teacher

Teachers can offer general guidance on how best to approach a coursework question but must be careful
not to exert too much influence over candidates’ decisions. This guidance should be given to the whole class
and should not go beyond general points such as reminders to focus on answering the question, to develop
their own arguments, and not to write description or narrative.
Teachers should not comment on work in progress, nor can work in progress or a first draft be handed to the
teacher for feedback.
One useful way for teachers to help learners is to focus on the skills mentioned in Section 2.2. These skills
can be developed during the teaching and learning of the Depth Study but when other parts of the syllabus
are being covered. It might be helpful to allow learners to complete a dry run’ – a practice exercise on a
question similar to the coursework question but on a different part of the Depth Study content. Full feedback
can be provided on such work.
The concept of ‘significance’ should also be introduced early in the teaching and learning of the syllabus and
exercises should be devised that help candidates explore and develop their understanding of the concept.
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Ideas for this are provided elsewhere in this booklet. The teacher should provide all learners with an
adequate range of resources to allow them to meet the requirements of the coursework question. Learners
are allowed to use their own additional resources and are permitted access to the internet but many find it
difficult to use this efficiently and effectively. It might be better for teachers to explore interesting and relevant
websites during teaching and learning. Any useful sections could be downloaded for all learners to use.
Teachers must be careful to avoid directly addressing the coursework question, or the issue implicit within it,
during teaching and learning of the Depth Study. It is also the teacher’s responsibility to ensure that the work
learners complete is entirely their own work.
1.5 Support for teachers

1.5.1 Coursework
If a centre is using one of the Depth Studies from the syllabus, it is advisable to use the chosen Depth Study
as it is specified in the syllabus (although these can be adapted). Centres devising their own Depth Studies
should organise and present them using a similar structure to that used for Depth Studies in the syllabus, i.e.
using Key Questions and Focus Points. The Centre-Devised Depth Study should be comparable with the
Depth Studies in the syllabus in terms of length, breadth and depth.
Outline proposal forms are no longer in use for this syllabus for entries from 2022 series onwards. As part of
teaching, you should give guidance and feedback to candidates on whether their coursework, essay or
project title is suitable.
For further information, see the Cambridge Handbook for the relevant year of assessment at
www.cambridgeinternational.org/eoguide
1.5.2 Training
Cambridge International offers training for Cambridge IGCSE History, both in the UK and in other parts of the
world. Details of future training can be found at www.cambridgeinternational.org/events.
1.5.3 Moderators’ reports

For each examination series moderators produce two types of report. The first consists of an individual report
to each centre about their learners’ coursework and the centre’s marking. The second is a general report to
all centres. This describes good practice and offers general advice to centres.
1.5.4 Scheme of work

A scheme of work for parts of the syllabus content including Depth Studies is available on the School
Support Hub.
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Section 2: Planning and teaching coursework in your school

2.1 When to do coursework?
One important decision that needs to be made when the course is being planned as a whole is when to do
coursework. There are several factors that will influence this decision.
• Will the coursework be based on the same Depth Study that is being studied for Paper 1? If it is,
there is less flexibility. Many centres like to complete teaching of the Paper 1 Depth Study so that it
fits in with the appropriate part of the Core Content, for example, teaching the Germany Depth Study
after getting to 1939 in the Core. This would probably dictate when the coursework would start as
this is best done as soon as work on the Depth Study is completed. However, some other Depth
Studies, for example South Africa, have less of a relationship with the Core and could be taught at
any time during the course.
• If coursework is based on a different Depth Study from that used for Paper 1 then there is more
flexibility concerning the timing of the coursework. Using the same Depth Study for both Paper 1 and
coursework clearly reduces the amount of content to be covered by learners, but they can become
bored after spending so long on the same Depth Study. A different Depth Study provides them with
more variety and gives them a more complete understanding of the past. Whether you cover one or
two Depth Studies may be influenced by the total amount of time you have to complete the course.
Some History departments have more time allotted to their subject than others. If a department has
an average amount of time (about 120 hours across two years) then it should be possible to
comfortably cover two Depth Studies.
• It is not a good idea to tackle coursework too early in the course because learners will not be familiar
enough with the overall period and will have made little progress in developing their skills and
understanding. However, neither is it a good idea to leave the coursework too late in the course
because this is when you want to focus on preparation and revision for the examination papers and
time will be needed to mark the work. This would suggest that the beginning of the second year of
the course is a good time to choose.
2.2 Choosing a topic area

Coursework must be based on a study of a Depth Study. This can be one of the Depth Studies in the
syllabus or a Depth Study devised by the centre. Centres might choose a Depth Study such as Russia from
the syllabus because it fits in well, and adds to, the study of the twentieth century Core content. On the other
hand, the Depth Study on the First World War would act as a useful climax for those centres studying the
nineteenth-century Core and a useful introduction for those studying the twentieth-century Core. A centre
whose learners are studying the nineteenth-century Core may choose a later Depth Study such as South
Africa as an interesting contrast and change.
Those centres that choose to devise their own Depth Studies usually do so for one of the following reasons:
• they have good resources on another topic
• they have staff expertise on a particular topic
• the learners have an interest in a particular topic
• they want the learners to study some regional or local history which is not covered in the Core.
Centre-devised Depth Studies should be comparable to the Depth Studies in the syllabus and structured in
the same way using Key Questions and Focus Points.
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Choosing a different Depth Study for coursework does allow both teachers and learners to focus on the
particular skills and understanding required of coursework alone without the additional requirements for the
Component 1 written paper.
2.3 Designing a scheme of work

A scheme of work provides more detailed guidance about the teaching and learning of a course than an
outline plan which merely identifies Key Questions and Focus Points. Schemes of work vary a great deal but
a typical one might include details about:
• the Key Question being covered
• the total amount of time devoted to that Key Question
• for each lesson

– content and issues to be covered
– learning outcomes
– learning activities
– skills and understanding
– assessment opportunities
– resources to be used.
The Depth Studies in the syllabus are organised through Key Questions and Focus Points to encourage
issue-based and problem-solving learning and to encourage learners to discuss and develop their own views
(very important for coursework). The scheme of work should reflect and encourage this approach to learning.
The scheme of work for a Depth Study being used for coursework should ensure that there is a focus on the
skills and understandings explained in Sections 1.2.1 and 1.2.2.
A scheme of work for parts of the syllabus content is available on the School Support Hub at
www.cambridgeinternational.org/support .
2.4 Teaching and learning for coursework

The chosen Depth Study has to be taught just as any part of the syllabus has to be. Learners need as much
knowledge and understanding for coursework as they need for the written papers. Learners do have access
to notes, books and other materials while completing their coursework but their ability to make good use of
these materials will depend on the knowledge and understanding they have already acquired.
If a different Depth Study is being used for coursework then it is possible to focus on the coursework
requirements. If the same Depth Study is being used for both Paper 1 and coursework then the skills and
understanding required for coursework will need to be fitted in alongside preparation for Paper 1.
There are some issues that are relevant to both approaches:
• The coursework question, and the issues within it, should not be directly addressed during teaching
and learning. The teacher’s role is to prepare learners so that they have the knowledge, skills and
understanding that will enable them to tackle the coursework question by themselves. For example,
if the coursework question is about the significance of Mandela in South Africa between 1950 and
the present, teaching and learning can include the main developments in South African history from
1948 and Mandela’s role in these. However, there should be no special focus on Mandela – the
teaching should put as much stress on other individuals and factors, and the issue of Mandela’s
significance should not be directly addressed or assessed.
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• Learners will answer their coursework question better when they can place it in a broader context.
This will add extra depth to their answers, enabling them to make the necessary links and to go
across and backwards and forwards in time – all of which will lead to more sophisticated
assessments of significance.
• It is important to use teaching activities that develop the learners’ ability to discuss and debate
issues. This will help to build their confidence in developing their own views. It can be useful to
introduce learners, in a gentle way, to different interpretations about issues such as the causes of
the First Word War or who was responsible for causing the Cold War, so that they understand there
are no right answers to these kinds of issues and questions.
• Learners will benefit from practising how to select from large amounts of material that which is
relevant for a given purpose. They should also be given the opportunity to produce extended pieces
of writing so that they have experience of deploying and organising information.
• It is important that time is taken to explore with learners the meaning of ‘significance’ and how
criteria can be used to measure it. This could be done using factors/individuals other than the one
used in the coursework question. There is some discussion of ‘significance’ in Section 1.2.2, and
some ideas for teaching and learning are given in Appendix 2.
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Section 3: Marking coursework

3.1 Some basic points
The generic mark scheme must be used when marking coursework. It can be found in the syllabus and has
also been reproduced in Appendix 1 of this handbook.
If two or more teachers within a centre are involved in marking coursework, centres must ensure that all
candidates are assessed to a common standard.
The coursework of a sample of learners will be externally moderated.
3.2 Main features of the mark scheme

Each level descriptor covers all the relevant assessment objectives.
• The main aspects covered in the mark scheme are:
• breadth, depth, accuracy and relevance of knowledge and information used
• relevant deployment and organisation of information

• focus on the question
• understanding of significance
• command and understanding of the history topic

• ability to use relevantly an understanding of causation, change, key characteristics of the time, links
and comparisons
• ability to construct and support descriptions, explanations, arguments and judgements

• ability to reach and support conclusions.
3.3 Using the mark scheme

It should be used in a ‘best-fit’ way. This means that an answer does not have to meet all the requirements
of a level before being placed in that level.
Many answers will have elements of two different levels, e.g. if some parts of an answer are Level 3 but
other parts are Level 4, you should ask yourself ‘Which level does this answer fit best?’.
Answers should be read and assessed holistically. Ask yourself, ‘Allowing for the strengths and perhaps
weakness of the answer, which level does it fit best?’
Do not use the mark scheme in a ‘tick box’ way. For example, do not expect learners to have covered all the
aspects of the third bullet point of the generic mark scheme – some of these will not be relevant for particular
questions.
There are key ‘drivers’; a focus on these when marking should help you decide the Level. These are:
• relevance and focus
• a direct answer to the question
• good command of the history
• an ability to use this to support arguments and conclusions.
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Answers that meet most, or all, of the requirements of a level should be placed towards the top of that level.
If an answer is on the borderline between two levels but is finally placed in the higher level, it should go at
the bottom of that level.
3.4 Annotation of coursework

It is useful to the external moderator if work is annotated by the teacher. The purpose of these comments is
to identify key features of the answers and explain why a particular level and mark has been awarded. The
former can be communicated through marginal comments such as ‘good explanation’, ‘strong argument’,
and ‘irrelevant description’, while the latter is best achieved through summative comments at the end,
summing up the main qualities of the answer and identifying key features of a level descriptor which the
answer has achieved.
Judgements about which level an answer reaches should not be made halfway through the answer. This is a
summative judgement which can only be made after the whole answer has been read.
The level and the mark awarded should be shown at the end of the answer with the summative comments.
3.5 Internal standardisation

If two or more teachers within a centre are involved in marking coursework, it is important that centres
ensure that all work is marked to a common standard and that a single valid and reliable set of marks is
produced.
This is best achieved before marking begins by carrying out an internal standardisation meeting. The lead
teacher or internal moderator (one who has been accredited by Cambridge to mark coursework) should
select and mark samples of coursework taken from each teaching set. These should represent the full range
of abilities. These can then be used in the meeting to provide a standard against which the marking of other
teachers can be evaluated and brought into line.
3.6 Internal moderation

When everybody has completed the marking, the lead teacher should check the marking of a small sample
from each teacher to ensure they have adhered to the standard. Any differences in marking between the
internal moderator and other markers should be talked through and resolved. Marks can be adjusted from
any part of the range of marks, and if there is a discernible trend of leniency or severity, marks should be
adjusted for other coursework in that range. If the trend is consistent, it is possible to scale marks upwards or
downwards without the need to re-mark all coursework within the range affected.
If, however, there is no clear pattern and if learners are at risk of being awarded the wrong mark, more
coursework from that teacher’s marking should be marked and adjustments made until all doubt about the
accuracy of the marking has been removed. Samples should be re-marked from the remaining teachers’
marking until the process is complete.
If marks are changed as a result of internal moderation, the change of marks should be clearly shown on the
work and on both the Individual Candidate Record and the Coursework Assessment Summary Form.
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3.7 Annotated candidate coursework

Candidate 1
‘I pledge you, I pledge myself, to a new deal for the American people.’
Franklin D. Roosevelt, accepting the Democratic Party nomination for President, 19321
Significance can be measured by several aspects, however for this essay key criteria have been
selected to hopefully try and high light how the New Deal in 1930s America was significant.
Evidence and opinion has been split into four strands: politics, economics, social and culture.
Within these each strand there is more pin-point criteria, to whether it resulted in change,
was revealing of the time, is remembered now and whether it was revolutionary or popular.
Comment
The candidate has explicitly identified the criteria they have used in this essay.
The New Deal can be seen as having significance in terms of the politics surrounding it. Firstly,
the New Deal and its effects on things such as economics and social aspects were revered by
the public to the extent that Roosevelt, the New Deal’s creator, was re-elected into his second
term of presidency with an increased majority of over 4 million additional Popular Votes, as
seen in Figure 1. Roosevelt was in office for 4 terms, the longest amount of time for any
President and this, it could be argued, is down to the popularity he first gained by
implementing the New Deal. Not only did it mean Roosevelt was continually re-elected, but it
also meant that the Democrats won successive elections after more than a decade of
Republican rule2. Furthermore, this introduced to American society a new theory: Keynesian
Economics3. This new economic theory at the time, as well as in hind sight, was revolutionary
because it so clashed with ideals of the American dream and “Rugged Individualism”.
Roosevelt’s New Deal was epitomsed by Keynes’s theory, with emphasis on Government and
“Alphabet” Agencies creating jobs for people to try to stimulate the economy, and thus pull
America out of recession. Therefore this abrupt and vast change in political direction, and the
electoral popularity from the public, shows that the New Deal held significance for the people
who lived through it at the time, because they repeatedly returned the man and the party
who lead the New Deal.
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Comment
This paragraph (above) shows an excellent assessment of the political significance of the New Deal.
Critics of the New Deal may say that it was not the popularity of Roosevelt but a
fundamental hatred of Hoover, the man that Roosevelt beat in the 1932 election (Figure 1),
that kept the New Deal and its creator in power. While Hoover had been in office, Wall Street
had crashed and the Great Depression started; unemployment rose by over 20%4 (Figure 2) in
just four years; slang such as “Hoovervilles” and “Hoover-soup” became popular to describe
some effects the Great Depression had; shanty towns and soup kitchens were some peoples’
only way of surviving. Therefore, it could be said that it was only the unpopularity of Hoover,
and not a popularity for the New Deal, that kept Roosevelt in power. However, this argument
does not seem to appreciate that after Hoover other men were placed as opposition leaders,
and yet Roosevelt beat them too. In fact, Roosevelt was in Office for so long that the 22nd
Amendment as added to the Constitution, limiting future Presidents to a maximum of two
terms5, although this was also due to his untimely death whilst still in office. Considering the
sheer amount of time that Roosevelt was given in Office, first dealing with the Great
Depression and then the outbreak of World War One, it seems only logical to suggest that it
was what he was actually implementing as President, his New Deal, that kept him in office,
regard less of Hoover or the other Republicans. Therefore, the New Deal is hugely significant,
because it changed the way a society thought about economics, changed the political direction
of an entire country, and was mostly popular with those it strove to help out of dire poverty.
Comment
Here the counter – argument has been explained and rejected. This leads to a clear assessment of
the significance of the New Deal.
However, it is not only in terms of politics that the New Deal can be seen as having
significance: the economic changes brought about by New Deal policies are obvious. Take, for
example, the change in Gross Domestic Product (GDP) during the 1920s and 30s, as seen in
Figures 3 and 4. It is commonly agreed that GDP can be used as a way of seeing a country’s
economic health, because it looks at “the monetary value of all the finished goods and services
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produced within a country’s borders”6. As it can be seen from both Figures 3 and 4, there is
an obvious dip in GDP around the time of the Great Depression starting, which lasts until
1934. Although this is two years after Roosevelt and his New Deal were elected into Office, it
must be remembered that there would a delay on annual GDP righting itself. When taking
this into account, it appears that the economy slowly started to recover and grow steadily
again only after the New Deal was in place. This, it therefore seems, is strong evidence to
suggest that the New Deal is significant, because without its aid the American economy could
have failed to recover completely, or at least as quickly.
However, it could be said that the “Boom and Bust” was cyclical and that the New Deal did
not have any effect, because the economy would have recovered by itself given time. Yet, the
stimulation given to the economy in terms of the amount of state spending was so great - so
significant - that it must have had an effect, because of the sheer amount of stimulus. For
example, if the government had solely pumped money into an economy that was already
growing, it would tend to be inflationary. However, inflation figures7 show that in 1934,
after years of deflation, inflation averaged at 3.I% - this shows there was no recovery
spending before the New Deal. Therefore, the New Deal can be seen as significant because
prior to it there was no sign of real economy recovering.
Comment
The candidate has considered the economic significance of the New Deal. It has been assessed with
a clear argument and counter-argument. Both of these are well supported with evidence.
Another strand where the New Deal can be seen as having significance is in terms of social
aspects. Figure 2 shows the amount of unemployment from 1929-43. There is a clear incline
up to 1932 and then a decrease for the next five consecutive years. 1932 also happens to be
the year the New Deal was started and the government started job creation schemes. Not
only is this a social aspect, but it also feeds into the economic side: the more jobs there are
means the money there is, which increases the demand for goods and therefore production,
creating a multiplier effect as well as changing individuals’ lives. Furthermore, when Roosevelt
was elected prohibition of alcohol was still in effect8 - he recreated millions of jobs by
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legalising the production, transportation and sale of alcohol. This greatly helped the economy
and worked with the New Deal to allow people who had lost out due to prohibition. Not only
did the New Deal help more people back into work, it resulted in a change to society in
general via an increase in the standard of living. This can most clearly be seen through meat
consumption rates, a key indicator of individual average wealth as Figure 5 shows. There is a
clear dip in rates around the Great Depression, and then as soon as the New Deal comes into
effect the total meat consumption rates increase until a slight decrease in 1937, where it
then continues to gradually increase. This is significant because it shows that the New Deal not
only helped the country’s economy and changed the political direction, but also changed
lifestyles and what people could afford to consume.
Comment
In this paragraph (above) the social significance of the New Deal has been assessed. It is not as
strong as the other sections.
Furthermore, the New Deal is significant because it reveals a great deal about the time. It
shows that before Roosevelt there was no social security, that people still believed in “Rugged
Individualism”, although the New Deal actually helped to raise America’s social conscience,
with the “Rugged Individualism” ideal starting to be viewed as another name for selfishness.
The New Deal also makes apparent the fact that even when, in the 1930s, the New Deal was
starting to work, racism and sexism were still substantial issues, especially within the Alphabet
Agencies the Civilian Conservative Corporation (CCC) employed 2.7 million men, and only
8,000 women; the National Recovery Administration (NRA) actually allowed black people to
be paid less; the average income for women in 1937 was $525pa compared to $1027pa for
men; the Agricultural adjustment Administration actually cost thousands of black people their
jobs. Therefore the New Deal is not only significant in terms of politics and economics, but also
in terms of the social aspects because it gave people living decades later an insight into the
issues of the time and of some of the change that the New Deal brought about.
Comment
A strong paragraph (above) on the significance of the New Deal and what it reveals about the period.
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Finally, there are aspects within culture that make the New Deal significant. The Wall Street
Crash did not only affect America, but the entire world. In Britain, Downing Street didn’t
know what to do and the policies pursued exacerbated the problem for the British public9; in
Germany, Hitler was dealing with the depression by rearmament10. But Roosevelt did not do
this, and that is a remarkable achievement. The New Deal saved the entire country from
complete financial ruin, and protected democracy - there was no revolution like in the USSR,
or rise of a fascist leader like in Germany.
However, not everyone was in favour of what the New Deal was doing, as illustrated in the
cartoon in Figure 6. The artist of this cartoon is suggesting that the New Deal allowed
Roosevelt to become a dictator and hinder the economy and government, and this can be
seen by the money being thrown out of the back of the truck. In the background Stalin can be
seen saying, “How red the sunrise is getting” and is suggesting that the artist does not agree
with the more left leaning ideals that the New Deal represented. However, despite how
critical some may have been of the New Deal, it’s not disputed that the New Deal gave many
Americans hope by providing jobs and saving houses. Furthermore, it led to cultural aspects of
the time being kept alive where they might have otherwise suffered or completely died out.
For example, the Works Progress Administration (WPA) supplemented public institutions11. It
kept alive places like museums, which in turn allowed for a plethora of jobs such as
entomologists to be saved and thus prevent the level of unemployment worsening. In addition
to keeping these cultural places open, the New Deal further supported literacy rates by
sending out “Bookmobiles” to rural areas, kept archaeological excavations going and also kept
sporting activities such as golf classes and WPA built swimming pools going. As well as these
things filling peoples’ time with greater personal fulfilment, they also allowed for more jobs to
be created. Therefore, the New Deal is significant because it protected and enhanced
American culture, halting it from completely changing and being only about having food on
the table. Also, without the New Deal there would not have been as rich a documenting and
recording of culture as there was at the time. For example, the WPA California Folk Music
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Project comprised 35 hours of folk music in 12 languages from a variety of European ethnic
and English and Spanish speaking countries in Northern California. This undertaking was one
of the earliest field projects to document folk music in a region of the US ever made and it
can still be heard today, decades later. Therefore the New Deal is significant because it helped
preserve a culture, as well as help keep an economy afloat.
Comment
This is an interesting paragraph arguing that the New Deal had cultural significance. The candidate is
right, the New Deal did support democracy in the USA during a period when other countries turned to
fascism, but this could have been better explained and developed. The second paragraph begins to
show greater understanding of these ideas.
Overall, the New Deal was significant because it is still remembered, studied and held in high
esteem to the day. It resulted in a great deal of change during and after it was implemented,
a lot of it remarkable for the time, as well as being revealing of the time in which it
happened. Critically, it gave millions of people hope and a chance in an otherwise difficult
situation; although it may not have completely solved the issues brought about by the Great
Depression, it did keep America alive.
Word count 2069
Comment
The conclusion to the essay is not strong. It is consistent with the rest of the answer but needs to be better
supported and developed. It should have been used to bring together the different assessments the
candidate has made about the significance of the New Deal.
1 David M. Kennedy, Freedom From Fear: The American People in Depression and War, 1929-1945 (Oxford,
1999)
2 http://en.wikipedia.org/wiki/Handedness_of_Presidents_of_the_United_States
3 http://www.investopia.co/temrs/k/keynesianeconomics.asp
4 http://www.u-s-history.com/pages/h1528.html
5 http://www.history.com/this-day-in-history/president-roosevelt-dies
6 http://www.investopia.com/terms/g/gdp.asp
7 http://www.usinflationcalculator.com/inflation/hidtorical-inflation-rates/
8 http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/usa/prohibitionrev1.shtml
9 http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/britain/depressionrev1.shtml
10 http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/economicrev2.shtml
11 http://www.fdrlibrary.marist.edu/pdfs/ppDIRwpa.pdf
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Summative comments
This answer has two strengths. Firstly, it focuses on an assessment of significance all the way through, and
secondly, it makes explicit use of criteria to measure this. The answer is well organised and deploys a wide
range of material relevantly and effectively.
There is good understanding of the reasons for change and the various interrelationships. There are strong,
well-supported and convincing arguments all the way through. There are also counter-arguments, which help
to ensure that significance is assessed and not just explained. The candidate has also been able to assess
significance from a number of different perspectives.
There are weaker sections but overall there is a consistent focus on answering the question about
significance. There is plenty of evidence of Level 5 performance. With a stronger conclusion, this answer
could have been close to full marks.
Level 5, 37 marks
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Candidate 2
How significant were the Five Year Plans for Russia up to 1941?
Between 1928 and 1941Joseph Stalin imposed three Five Year Plans on Russia, each of
which set unrealistically high production targets for different industries. Stalin believed that
state control over industry was the only way to turn Russia from “an agrarian and weak
country [ ...] into an industrial and powerful country”1 However, the claims that Russia’s
industry was so backwards were made by Stalin and therefore must be examined more closely
to determine their validity. There is some evidence to suggest that “[Stalin] had exaggerated
Russia’s industrial deficiency in 1929 [since] the Tsars had developed a considerable industrial
capacity”2. Despite this, significance can be defined not as how successful something was but
as how many people and how many groups of people it affected. For example, an event that
affected millions of people from different backgrounds, areas of work and religions can be seen
to be more significant than one that just affected peasants alone. It can be argued, therefore,
that although the Five Year Plans were perhaps not as effective as they could have been, they
greatly speeded up the rate of industrialisation and “allowed Russia [...] to become a
superpower”3. However it was undoubtedly “at great human cost”4. The significance of the
Five Year Plans can be seen by the effect they had on the lives of workers, peasants and the
population as a whole and by the millions people who died.
Comment
The opening paragraph discusses the significance of the Five year Plan and sets some criteria. The
candidate makes a useful distinction between the terms ‘successful’ and ‘significant’.
The Five Year Plans were primarily a change in the way the country’s industry was run and
so obviously the main people affected were Russia’s huge workforce. The Plans had a big
impact on every aspect of the lives of the workers; “wages were low, housing often lacked
basic sanitation, and accommodation was insufficient for the huge numbers involved”5.
Thousands of workers died from freezing cold working conditions, exhaustion or the lack of
food. The work became more difficult as they were expected to reach unrealistic targets,
despite the fact many of them did not have the tools or training required. On top of this
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punishments “such as denial of ration cards, eviction from lodgings and even penal
sentences”6 were introduced for crimes such as absenteeism. Eventually workers were even
punished for crimes they did not commit. ‘Saboteurs’ were found and tried for things that
were often simple mistakes made by unskilled workers forced to work in skilled positions.
Workers were expected to work harder than was possible and were encouraged to compete
against each other. A common story of success amongst the workers was that of Alexei
Stakhanov, a Donbass miner, said to have moved 102 tons of coal in one shift7. He was held
up as a hero, received many rewards and workers were expected to aspire to become like
him. However it was later discovered that he had not done it alone, it was purely
propaganda. The death of thousands and the poor conditions of the remaining workers clearly
displays the significance of the Five Year Plans on the lives of the workers.
Comment
This section (aove) explains the significance of the Five Year Plans by considering their impact on the
workers. This section could be improved as it is descriptive in places.
Although the Five Year Plans were created to boost industry this could not be done without
aIso boosting agriculture and so the lives of the peasants who worked the land were also
affected by the Five Year Plans. Stalin attempted to revolutionise agriculture by forcing
peasants to abandon their farms and work instead for the state on collective farms or kolkhoz
where they would work together communally and share everything. However, collectivization
happened only at “great cost in human life and misery”8 as peasants saw no difference
between Stalin’s collective farms and their old historic “serfdom”9. Worse still, a key part of
collectivisation was ‘dekulakisation ‘ in which neighbours, friends and family informed on
‘kulaks’ or rich peasants who were then taken away to forced labour camps or executed.
However, by the 1930s there were no real kulaks left, the people being named kulaks were
merely those who opposed Stalin’s collective farming methods. Victor Kravchenko, an eye
witness, described dekulakisation as “a lot of simple peasants being torn from their native soil,
stripped of all their worldly goods and shipped to some distant labour camps”10. It often was
this horrific with those who had committed no crime being stripped of all of their rights.
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Women were driven out of their homes naked and “beaten with rifle butts”11 and forced to
endure long journeys with little food where “new-born babies were buried on the banks of the
roadside”12. Even peasants who agreed to work on the collective farms had unbearably hard
lives as they were forced to work all day but did not receive much of the food that they were
farming. The introduction of collectivisation through the Five Year Plans led to some 5 million
people13 being sent to labour camps and 10-15 million people14 dying of hunger. Clearly
Stalin’s collectivisation and his Five Year Plans were significant in the lives of the peasants and
kulaks.
Comment
This section (above) explains the significance of the Five Year Plans by considering their impact on
the peasants.
Perhaps the key reason that the Five Year Plans were so influential was that they not only
affected the workers and the peasants but also the other classes. The Plans set targets that
were so unachievably high that more labour was needed; not enough could be gained through
volunteers and so forced labour was introduced. Between 1932 and 1946 the NKVD sent
around 18 million people to labour camps15 and although many of these were peasants failing
to cooperate on collective farms many of them were members of the public who had
committed no crime. People lived in fear as “nobody knew whether they would be
arrested”16. In industrial cities like Magnitogorsk around a quarter of the workers “came
under compulsion”17. “A large number of prisoners were too hungry, sick, or injured from the
intense working conditions to complete the labour”18 and many died from the cold or
starvation. Forced labour caused millions of innocent people to be ripped from their homes
sent to work in horrifying conditions with little food where many died. Once again one can
witness the huge impact the Five Year Plans had on the lives of millions of ordinary citizens
which highlights their significance.
Comment
Here the candidate has been able to explain the significance of the Plans by considering their impact
on people in forced labour.
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Famine was another unlooked for consequence caused by collectivisation, on the lives of the
Soviet population. As the state began seizing peasant’s animals and resources for collective
farms “rural Russia became pandemonium”19. Rich peasants resented the idea that they had
to “work all the time and share everything with others”20 and they soon saw that they “had
nothing to lose [and so] expressed their despair by burning their crops, killing their cattle and
destroying their machinery”21. Peasant rebellion and “the chaos of collectivisation”22 led to
poor harvests which in turn led to the famine of 1932-1933 in which an estimated 6 to 8
million people died23. This famine affected not just the peasants working on farms but also
the other classes who struggled to find food. The famine was only worsened by the fact that
Stalin “continued to export grain in exchange for industrial plants”24 which he needed to
continue Russia’s industrial growth in order to meet the targets set by the Five Year Plans. By
forcing peasants into collective farms the Five Year Plans in effect cause the 1932-33 famine
in which millions of people, not just peasants, died making it a clearly significant event.
Comment
The candidate has explained the significance of the Five Year Plans by considering how they led to
famine.
Stalin’s Five Year Plans did have a beneficial effect in one area. In 1941 approximately 4
million25 Axis alliance soldiers invaded Russia in what is now thought to be “the largest
invasion in the history of warfare”26. However, because the third and final of the Five Year
Plans focussed almost all of Russia’s industry on developing armaments, Russia was able “to
withstand foreign invasion”27. It can be argued that without the industrial developments set
off by the Five Year Plans, Russia might not have been able to defeat Germany. The
significance of this cannot be overstated not only in Russia’s history but in the course
European history took with Russia’s involvement as an ally against Germany.
Comment
Here the candidate has explained the significance of he Plans with regard to the ability of the USSR to
defeat German invasion. This is an important area and as such the significance of this could have
been explained more.
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Despite the undeniable success of the Five Year Plans in transforming Russia “from an
untrained society of peasants to an advanced industrial economy”28, there still remains a
question as to whether they were as effective as they as Soviet propaganda claimed them to
be. Although they did achieve several great things such as the Dnieper dam and the Moscow-
Volga canal there were also several occasions on which months if not years of work went to
waste. For example the dam on the Ural River was completed in a record 74 days29. At first
this was seen as a “Bolshevik miracle”30 but the dam was soon revealed not to have been built
deeply enough, which led to “a chronic shortage of water”31. The dam would have perhaps
been more successful had it not been for the desperate rush to finish it in time, a side effect of
unrealistic targets which led to poor planning. This could also be seen in the many state
factories producing goods that did not work as they were so rushed to finish in time to reach
the targets. Punishments were so harsh that “before they had managed to learn their job,
people had already [...] done something in order to get them fired”32. This led to a lack of
skilled workers which meant that mistakes were often made and products did not usually
work properly. However, since “the system could never be at fault”33 more workers were
fired and arrested as ‘saboteurs’ and the cycle continued. Because of the terror surrounding
not meeting production targets, the Soviet government faced another problem - forged
figures. Managers and heads of factories were often so scared of being sent to labour camps or
even being shot that they increased the production figures so not to be seen as under the
target. Because of this it is hard to trust the production figures coming out of the Soviet
Union at that time. Despite this, it is impossible to deny that the Five Year Plans prompted
significant advances in industrialisation. Even if they were not necessarily the most effective
way of doing this, they still considerably changed the lives of millions of the Russian people
and killed many millions more.
Comment
Despite the distinctions made in the opening paragraph, success rather than significance is assessed
here.
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Coursework Handbook
The Five Year Plans were created as a “gigantic drive to do away with backwardness”34 and
have been described both as “the greatest crime of modern history”35 and as “a grandiose
feat of social engineering”36. The Plans were one of the biggest industrial movements the
world has ever seen, increasing for example Soviet coal production from 35 million tons in
1927 to 128 million tons in 193737. The Plans were however accompanied by “severe
deprivation”38. Workers died of starvation, cold and accidents; peasants were shot or sent to
forced labour camps and millions of people died from the famine or were left “tortured by
hunger”39. There is no question that the Five Year Plans were “cruel in its effects on millions
of human beings”40 - millions of people died as a direct result of them. It is possible to argue
that the plans were not as effective as they were portrayed, however this does not lessen the
huge impact they had on the lives of millions and their significance.
The Plans’ extreme significance is emphasised by the fact that they affected Russian people
from all different backgrounds and areas of life and by the fact that they supported the new
economic and industrial strength of Russia which allowed it to defeat Germany in the Second
World War. Stalin’s Five Year Plans undoubtedly affected everyone in Russia and were one of
the main tools by which Stalin imposed his vision of the new and powerful Soviet state.
However, they led to untold suffering, the deaths of millions of his citizens and undoubtedly
changed Russian history forever, making their impact one of the most significant in the
history of 20th Century Russia.
Word count: 2000
Comment
The conclusion represents a reasonable summing up of the main points.
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1 J.Stalin, Speeches, (January 1934)

2 S.J. Lee, The European Dictatorships 1918-1945, (1987)
3 A. Ulman, Stalin, (1987)
5 P.D. Allan, Russia and Eastern Europe
6 Lewin, ‘Society, Sate and Ideology during the First Five-Year Plan’, 1976, in C. Ward (ed.), The
Stalinist Disctatorship, (1998)
7 T. Fiehn, Russia & the USSR 1905-1941, a study in depth (1996)
8 E. Roberts, Stalin: Man of Steel, (1968)
9 J. Cape in M. Hindus, Red Bread, (1934)
10 V. Kravchenki, I Chose Freedom
11 V. Serge, Memoirsof a Revolutionary 1901-1941, (1963)
13 Wikipedia, Collectivisation in the Soviet Union
14 A modern historian, Source Pack Source 80
15 Wikipedia, Forced Labour in the Soviet Union
16 T.Ter-Yegiazarova in J. Lewis and P. Whitehead, Stalin, A Time for Judgement, (1990)
17 J. Scott, Behind the Urals, (1942)
18 Wikipedia, Forced Labour in the Soviet Union
19 I. Deutscher, Stalin, (1949)
20 J. Cape in M. Hindus, Red Bread (1934)
21 J. N. Westwood, Russia 1917-1964
23 EncyclopaediaBritannica
25 D. Glantz, The Soviet-German War 1941-54: Mythsand Realities: A Survey Essay
26 Wikipedia, Operation Barbarossa
28 K. Verma, Stalin’s Five Year Plans
29 S. Kotkin, Magnetic Mountain: Stalinism as a Civilisation, (1995)
32 Lewin, ‘Society, State and Ideology during the First Five-Year Plan’, 1976, in C. Ward (ed.), The Stalin
Dictatorship, (1998)
33 T. Fiehn, Russia and the USSR 1905-1941, a study in depth (1996)
34 The Illustrated History of the USSR
35 A. Ulam, Stalin (1973)
37 T. Fiehn, Russia and the USSR 1905-1941, a study in depth (1996)
38 S.J. Lee, The European Dictatorships 1918-1945, (1987)
Bibliography
A. Ulam, Stalin, (1987)
C. Ward (ed.), The Stalinist Dictatorship, (1998)
D. Glantz, The Soviet-German War 1941-45: Myths and Realities: A Survey Essay Encyclopaedia Britannica
E. Roberts, Stalin: Man of Steel, (1968)
I. Deutscher, Stalin, (1949)
J. Lewis and P. Whitehead, Stalin, A Time for Judgement, (1990) J . Scott, Behind the Urals, (1942)
J. N. Westwood, Russia 1917-64
K. Verma, Stalin’s Five Year Plans
M. Hindus, Red Bread, (1934)
S. J. Lee, The European Dictatorships 1918-1945, (1987)
S. Kotkin, Magnetic Mountain: Stalinism as a Civilisation, (1995) Sources Pack
T. Fiehn, Russia & the USSR 1905-1941, a study in depth (1996)
The Illustrated History of the USSR
V. Kravchenki, I Chose Freedom
V. Serge, Memoirs of a Revolutionary 1901-1941, (1963)
Wikipedia, Collectivisation in the Soviet Union, Forced Labour in the Soviet Union, Operation Barbarossa
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Summative comments
This is a well organised answer with clear attempts to focus on an assessment of significance. The
candidate has shown good knowledge and understanding and deployed a wide range of material
effectively. The candidate explains significance in a number of ways: for the workers, the peasants,
people in forced labour and resistance to Germany in the Second World War.
The focus on significance is lost in some places and occasionally the answer drifts into description.
This keeps the answer in Level 4 rather than Level 5. There could have been more assessment of
significance rather than simply the explanation of it. This could have been improved through a
discussion of what the candidate thought was the greatest significance of the Plans.
Some criteria have been used by they are mostly conne4cted with the immediate impact on people’s
lives. The significance of the Plans during the German invasion stands out as a different way of
measuring significance. This could have been developed more instead of simply describing the impact
of the Plans in so much detail. Other angles that could have been used include:
assessing significance for the Soviet Union’s industrial strength and turning it into a modern world
power and assessing the political significance of the Plans.
Overall, there could have been more assessment of significance rather than just an explanation of it.
Level 4, 31 marks
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Candidate 3
How significant was the new deal?
In October of 1929 the worst depression the world had ever seen hit America. There were
entire families on the streets fighting for scraps of food; there were cases of millionaires being
turned into peasants over night. This was all because of the Wall Street market crash. But
then came along America’s saviour. His name was Franklin D. Roosevelt.
Franklin Delano Roosevelt was elected president in 1932. He was Americas 32nd president
and immediately set to work on creating the ‘New Deal’ which would be policies to deal with
Americas social and economic problems. Roosevelt adopted some of John Maynard Keynes, a
leading British economist of the time, economic ideas of deficit spending. This was the idea of
spending more money than you had, borrowed from other countries, for a short period of
time to kick start the economy and get it out of depression. Roosevelt used this to base New
Deal policies on.
The first thing that Roosevelt did was set up an emergency meeting with congress, a group of
American politicians, to discuss what needed to be done to help America out of the economic
crisis they were currently in. During this meeting Roosevelt promised, with the support of the
Congress, that in the first 100 days of being in office, he would introduce new policies to help
the American citizens.
Comment
In the first three paragraphs the candidate has set the scene but they do not address the significance
of the New Deal.
Het set up many associations and schemes to bring America out of the turmoil they were
currently in. I will talk about some of these in detail in the essay but some were CCC, FSA,
NRA. He also put other schemes into place like the 3 r’s – relief, recovery and reform. I will
start by talking about the schemes that Roosevelt put into place.
The Banking Act
The banking act was Roosevelt’s way of helping all the banks that did not close during the
Wall Street crash, he did this by giving America a five day national bank holiday so the banks
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had time to re-organise and re-evaluate the way they were run in the hope that when they
re-opened they would not lend out more money than they had. The president went on the
radio to over 50 million American citizens and asked them to regain faith in the banks and
put their money back into the banks. This radio broadcast was called the ‘The fireside chat’.
Civilian Conservation Corps ‘CCC’
The civilian conservation corps was designed for young men who were unemployed. They were
paid a wage of 30 dollars a month and had to do manual labour such as improving flood
control, reforestation projects and building public roads. Approximately 3 million men worked
in CCC camps over the 9 year project.
The federal emergency relief administration FERA
The federal emergency relief administration was given $500 million. FERA gave out half $250
million to bankrupt state and local governments and the governments distributed the money.
They were given to the people in the community that really needed it. FERA also created the
civil works administration this was an organisation that generated temporary labour for those
in need.
Agricultural adjustment administration “AAA”
The agricultural adjustment administration was created primarily to benefit farmers the AAA
temporarily reset prices of commodities including corn, wheat, rice, milk, cotton and
livestock. Many farmers were encouraged to burn their crops so there would be less of them
thus raising the price but this was very controversial because there were starving families and
children in the city streets.
The Tennessee valley association “TVA”
The Tennessee valley association’s goal was to modernize and reduce unemployment in the
Tennessee River valley - one of the poorest and hardest hit regions throughout the whole of
America. The associations worked by getting local workers to build dams and hydroelectric
power plants which brought cheap energy to thousands of struggling people. This organisation
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was highly controversial like the AAA because some people said it was a mild form of socialism
and that it disrupted the market prices too much but even though it had all its criticism by
the electric companies and people it was effective and its idea was used in the west and the
south. Also you can tell people liked it because it is still around today many decades after its
beginning.
The national industry recovery act “NRA”
The national recover act was the government’s first attempt to revive the economy as a
whole. Also the bill created the national recovery administration. Its aim was to limit
productions of consumer goods thus raising the prices. The NRA also helped to create the
public works administration. The PWA job was to construct buildings, public roads and
bridges. All these companies’ main aims were to improve the public infrastructure because
Roosevelt thought it would bring money into the economy.
Comment
These paragraphs have described the main parts of the new Deal. There is no assessment or account
of the impact of the policies.
Restructuring the American finance
Roosevelt met up with congress to talk about new regulations regarding the financial side of
the economy; he took the country off the gold standard, which was a policy that allowed
citizens and foreign countries to exchange paper money for gold and to also stop people from
hanging onto the precious metal. He ordered all private gold stocks to be handed in for an
exchange of paper money. Congress also created the Securities and Exchange Commission this
regulated the wall street market to make sure no shady deals were happening that caused the
crash in the first place.
Relief
Relief was instant help for the American people, Hoover could not give Americans relief but
his predecessor Roosevelt gave out millions to American families to keep them from starvation.
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Even some of Roosevelt’s hardest critics applauded him on his relief strategy. He was
politically untouchable during his first term as president.
Recovery
The policies were designed to help in the short term, but also had a major long term effect on
the American economic recovery. The most important effect was that millions of American
men had long term work; they were supporting the economy and creating a lasting
infrastructure such as roads, bridges, buildings, power plants and factories.
Reform
Another important factor in the new deal was to reform the banking and financial sector of
the economy. This was accomplished by stopping bad lending practices, corruption and poor
trading techniques. The aim of the reform was to raise confidence in people to invest in local
banks and the stock exchange once again.
The Good Neighbour Policy
Roosevelt realised that he had to form strong bonds with neighbouring countries. He did this
by visiting the Latin American states and signed new treaties that pledged to avoid military
conflict with Latin America and bringing peace to the region. This would put America in good
stead for the future and create positive trade links.
Comment
There is an attempt to explain the impact of the New Deal in several ways. However, the candidate
has not assessed the significance or effectiveness of the elements discussed.
My personal views on why the new deal was significant
I personally think the new deal was very significant, because it was pumping money into the
economy. Whether it be through the Tennessee valley association providing cheap electricity
for the struggling north at that moment in time or giving young men jobs through the civilian
conservation corps helping improving Americas infrastructure by building many roads, helping
with reforestation, flood control and helping improve the nations national parks.
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The new deal did not really benefit minorities, African Americans or women at all. For
example the woman were not given the same chances in the work world as men the national
recovery administration codes allowed women to be paid a lower salary than men.
Comment
Here the candidate has attempted to address significance. This is done through describing some of
the impact of the New Deal. They have not shown good understanding and have not been able to
demonstrate the significance of the policies.
Conclusion
In conclusion I think the new deal was very significant because it solved the big issue of
unemployment and in turn if there were more people employed there would be more money
deposited into the economy, it had its flaws though like the lack of support it created for
African Americans, minorities and women but overall it helped America vastly and helped
them out of the depression they were in at the time.
Word count 1318
Comment
The conclusion demonstrates another attempt to make a statement about significance. The candidate
has made a valid point, but they have not developed this sufficiently.
Summative comments
The candidate has shown some relevant knowledge but this has not been used and much of the
answer is description of the reasons form and results of, the New Deal. The answer is structured but
few comparisons or links are made. There is little evidence of their understanding of significance. The
conclusions are mainly assertions.
Level 2, 14 marks
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Coursework Handbook
Candidate 4
“How significant was the Treaty of Versailles for Germany and the German people in the period
1919–1934?”
The Treaty of Versailles was significant for Germany and the German people with short-term
and long-term results such as German pride and hatred, military territory, politics, and
economics. However, according to ‘The Golden Age’ it tells us that the Treaty of Versailles was
not as significant as one might think because Germany was able to recover quickly after the
war. Although, this might seem the Treaty of Versailles was not significant for Germany and
the German people in the short- term, it was actually significant in the long-term.
Comment
The candidate has used the introduction to develop the idea of short and long-term significance and
has set up a counter-argument.
The Treaty of Versailles was significant for Germany and the German people because their
military was destroyed. Before the treaty was signed, Germany has this big and powerful
army that threatened the allies, especially France. Therefore, the treaty banned the German
armed forces a lot lower than what they used to have before the war. The army was limited
to 100,000 men. This upset Germans, because 100,000 men were not enough to protect
Germany’s size. Also their army was a symbol of their pride; so 100,000 men did not
resemble enough pride. Conscription was banned, which meant that soldiers were not forced
into the army. Germany was not allowed armoured vehicles, submarines, or aircraft. The
navy was allowed only six battleships. In addition the Rhineland became a demilitarized zone,
meaning German troops were not allowed in to that area. The Rhineland was very important
to Germany because it was the border between Germany and France; and also a good
industrial area. These disarmament terms caused the Germans to be upset, because Germany
was once big and powerful. However, due to the treaty they became less powerful and not as
big. (Walsh 87,89)
The Treaty of Versailles was significant for Germany and the German people because of all of
their overseas territories was taken away and some of its land. They lost all of their overseas
colonies; this caused a bad effect to the relationship between Britain and Germany before the
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war had begun. Unfortunately, Germany’s former colonies became mandates. In other words,
the British and French were increasing their empires while Germany was losing land because
they controlled those lost lands. Germany had lost about 10% of its land to other countries.
Alsace-Lorraine was given back to France because it was originally theirs. This was a big loss
because it’s one of their industrial lands they had. Meaning that mass production decreased.
The union between Austria and Germany was forbidden, because it would have made
Germany stronger and the other countries didn’t want that. North Schleswig was given to
Denmark due to the results of the plebiscite, or a vote. Upper Silesia was given to Poland.
Germany lost the Saarland to become run by the League of Nations and then a plebiscite was
to be held after fifteen years. Both the Saarland and Upper Silesia were important industrial
areas. West Prussia and Posen were given to Poland as well. The Polish Corridor, Danzig, was
run by the League of Nations, in other words Poland was given a sea port. It was a major
blow to German pride and to its economy for losing half of its territory. (Walsh 86,89)
Comment
In these sections the candidate has focused on the terms of the Treaty and argued they were
significant because they weakened Germany. They have done well in these sections by keeping the
focus on significance.
The Treaty of Versailles was significant for Germany and the German people because of the
short-term effects of politics. They weren’t very satisfied with the new democracy in the
Weimar Republic that was lead by Ebert. The German people turned their fury on Ebert when
he signed the treaty because it wasn’t possible for Germany to go back to war and it stabbed
them in the back. The right-wing, known as the Kapp Putsch, attempted a revolution against
Ebert to establish a totalitarian government. This group was largely made up of people who
had grown up in the days of the Kaiser’s success. Therefore, they liked having a dictator and
his dictatorial style of government. They wanted Germany to expand its territory and have
an empire, because they had been proud of their industry. In March 1920, five thousand
Freikorps were lead into Berlin. However, the army refused to fire on the Freikorps instead
the industrial workers of Berlin declared a strike that brought Berlin to stop with no
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transport, power or water. The German people felt betrayed by Ebert and the new
government, because the new government was weak. The Munich Putsch in 1923 was also an
effect to Germany. The government was preoccupied with the economic crisis. On November
8, Hitler hijacked a local government meeting and announced he was taking over buildings
but were hit back by the Weimar government forces. This led to chaos and was a disaster for
Hitler. People did not support him; leading Nazis were arrested and charged with treason.
The treaty was significant, it lead to all these revolutions. (Walsh 140-141, 213)
Comment
Here the candidate has argued the Treaty was significant because of the short-term effects on
German politics. Some description has been used to develop this point.
economic short-term effects. Not only did it mean that Germany had to accept blame for
starting the war but also pay reparations to its Allies. In April 1921, the reparations were set
at 6600 million pounds to be paid in annual installments. Germans protested because this will
cause an economic chaos due to their struggle to rebuild themselves after the war.
Unfortunately, their protests were ignored. In 1921, the first installment of 50 million
pounds was paid and nothing in 1922. Ebert tried to negotiate with the Allies for a longer
period of time until the deadline, but it went unsuccessfully especially with France because
they ran out of patience. The French also had to pay war debts to the USA, but they will not
be able to pay if they cannot get the reparations payment from Germany. Legally under the
Treaty of Versailles, the French and Belgian troops invaded the Ruhr. This was a bad result
for Germany, because the government immediately ordered workers to carry out passive
resistance, go on strike. Unfortunately, the French reacted harshly by killing over one hundred
workers and expelling over 100,000 protestors from the Region. The halt in the industrial
production in Germany’s most important region caused the collapse of the German currency.
This led to hyperinflation in Germany. The government eventually printed money off since
there was a halt in the industrial productions and no money was gained in the process. At
first, the government thought they had done the right thing because they were able to pay off
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its debts including the war loans of over 2200 million pounds and all of the debts for the
great industrialists. Unfortunately, this led to a chain reaction. Eventually the money was
worthless and people suffered. A family that could buy a house in 1921 could not even buy a
loaf of bread in 1923. The hyperinflation had done great economical damage to Germany
and the German people. This suggests that the treaty was harsh. (Walsh 142, 143)
Comment
Here the candidate has argued the Treaty was significant because of its short-term economic effects.
Some descriptions have been used to develop this idea.
German pride and creation of hatred in the German mind. The war had destroyed much of
the old Germany. The German army that was once proud became defeated. The Weimar
Republic was created to help improve Germany and become the country it was once before
the World War. At first, the Weimar Republic was failing due to the leader Ebert and his
actions. The German people blamed the republic because they were seen as the ‘bad’ people in
history. They felt stabbed in the back due to Ebert signing the Treaty; they felt humiliated. It
caused economic chaos in Germany. By that time it was clear that Germany needed some
immediate help and action. In August 1923, Gustav Stresemann took over a new
government. He called off the passive resistance in the Ruhr. He collected all of the worthless
marks and burned them, replacing them with the Rentenmark, which became the new
currency. He was also able to negotiate and receive American loans by the Dawes Plan. He
also renegotiated the reparations payment for Germany. (Walsh 147)
Comment
Here the candidate idet6nifies the significance of the Treaty due to its impact on the reputation of the
Weimar Republic. The focus of the answer drifts towards the end.
According to ‘The Golden Age’ it tells us that the Treaty of Versailles was not significant as
one might think because Germany was able to recover quickly after the war. Gustav
Stresemann was the leading member of every government from 1923 until 1929. He was
also more skilful than Ebert, which meant that he had wider support. With him being able to
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sign the Dawes Plan, Germany was able to make reparation payments over a longer period of
time and 800 million marks were loaned to Germany from the USA. By 1927, Germany was
able to recover its industry. By 1928, Germany was able to return to the same levels of
production as it had before the war. Writers and poets flourished, artists produced powerful
painting such as ‘The pillars of Society’. The 1920’s were a golden age for the German
Cinema. Germans were able to do things they could not have done in the past. Such as going
to clubs, and performing songs criticizing political leaders, which would have been banned
during the Kaiser days. The politics became stable and the Republic is also in the process of
settling. Overall, Stresemann was able to sign the Locarno Treaties in 1925. In other words,
not changing Germany’s western borders with France and Belgium. In 1926, Germany was
finally invited into the League of Nations along with the Allies. By the time he died, he was
able to negotiate the Young Plan, which further lightened the reparations and had led to the
removal of British, French and Belgian troops from the Rhineland. The treaty is not
significant because we can see if someone leads the government well, there wouldn’t be as
many problems. (Walsh146)
Comment
Here there is an attempt to develop some counter-arguments which is done in a simplistic way. The
answer does not explore how far the recovery was built on firm foundations.
The Treaty of Versailles was significant for Germany and the Germany people because of the
long- term affects of the politics and economics. The impact of the Wall Street Crash was
more keenly felt in Germany because they still had to pay reparations under the terms of the
treaty. The treaty was significant because reparations made things worse in Germany during
the Wall Street crash. Also, due to all the failures in Germany so far, they had no choice but
to start to listen to the Nazis. The Nazis used propaganda to spread out their aims. Germany
hated the Jews and was miserable because of the Treaty of Versailles. Therefore, the Nazis
made sure to point out that they would kick out the treaty and increase employment.
Through the Nazi campaigning, they made posters; pamphlets and rallies that would say the
Jews, Communists, Weimar politicians and the Treaty of Versailles were the causes of
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Germany’s problems, bringing energy and enthusiasm. They used social media, such as radios
to make sure they people would vote for Nazis and Hitler. The Nazis promised to help
Germany’s struggling farmers with Communists. They would also talk about restoring old
traditions. (Walsh 153-155).
Comment
Here the candidate attempts to develop some ideas on long-term significance. They have tried to link
the Treaty with the economic problems at beginning of the 1930s and the rise of the Nazis. This
writing is not always convincing. Some points have been made but there are only simplistic links.
In conclusion, the Treaty of Versailles was significant on Germany and the German people
with results of short-terms and long-terms such as German pride and hatred, military,
territory, politics and economics. It led to chaos and disaster in Germany.
Word count 1873
Comment
This conclusion is disappointing. It is just an assertion of key points.
Bibliography:
Walsh, B. GCSE Modern World History, London: Hodder Education, 2001
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Candidate 5
Assess the significance of the Depression for Germany
In this essay I will demonstrate that because of Germany’s already weak economy, dependence
on American loans and unstable government the Depression was significant for Germany in
the short term and long term. It resulted in immediate negative effects on many people’s
lives, some of which continued. It completely changed the political structure, culture and
society and led to future changes in Germany’s leadership and empire.
The Wall Street Crash of October 29th 1929 precipitated a worldwide collapse of share
values and led to the Depression. As a result America called back its loans, including those
which it had provided to Germany, at a time when Germany was still subject to reparations
and recovery following the First World War. This was extraordinarily significant economically
to Germany and by 1931 five major banks closed down and many businesses were going
bankrupt. This resulted in increased unemployment levels (30% by 1932) which in tum
affected the government’s ability to pay out benefits. Only 30% of the unemployed people got
the normal state unemployment benefit and 15% got nothing at all. The loss of tax revenue
also forced the government to cut pensions leaving the elderly poorer as they were forced to
rely upon their savings which had lost their value as a result of the stock market crash.
In the short term, the Depression had a huge effect on the lives of many. Many businesses shut
down because businessmen were faced with raised taxes as the government needed money to
spend on the poor but their income dropped as people had less money to spend. Farmers
were suffering due to falling prices of their produce and their increasing debts and
demilitarisation of Germany meant that young people were unable to find jobs. By 1933 60%
of university graduates couldn’t get a job and over 50% of people between the ages of 16 and
30 were unemployed. Therefore the Depression was significant to many groups of people in
the short term as they were affected negatively, but only by the immediate aftermath of the
Wall Street Crash.
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Comment
In the introduction the candidate has identified the short and long-term significance of the Depression.
They have also hinted at some social, political and cultural significance.
In comparison to other countries worldwide, the Depression was much more significant for
Germany which may have prompted the German people to seek a more extreme leadership.
In France 1 in 7 were unemployed, in Britain it was 1 in 5 and in the USA it was 1 in 4.
However, it was 1 in 3 in Germany. This was due to the fact that it was already weak
economically due to the harsh reparations. However, during the downturn industrial
production in the US declined by 47%, the GDP fell 30% and unemployment reached 20%.
The UK’s industrial production fell by 16.2% and France’s fell by 31.3%. In Germany the
industrial production declined 41.8%, less than in the US but unemployment reached 30%.
However, even though Germany’s economy was already suffering the US recalled its loans to
help its own recovery. Unfortunately Germany couldn’t increase the amount of money printed
to help repay those loans and boost its economy due to legal restrictions imposed on the
Reichsbank in the Dawes and Young plans. The above statistics show that the Depression was
more significant for Germany than for other countries. Germany also suffered because it had
endured hyperinflation in 1923 and the government was terrified of this happening again so
they found it very hard to make decisions which was exacerbated by the fact that the country
was run by a coalition in which the two parties could not agree.
The Depression also effected the social aspects of Germany. There was social unrest as people
lost confidence in the government and turned to extremism. The economic downturn resulted
in severe poverty that left many starving which accompanied a loss of pride and
respectability. This had a short term significance as society changed yet again with the rise of
the Nazis and the following war. However, although the initial societal changes were short
term there continued to be changes following the defeat of Germany in the Second World
War so is therefore also significant for the longer term.
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Comment
In these sections there has been an explanation of the short-term economic significance of the
Depression with some links to political significance. These sections have been well supported with
evidence. The candidate explained why the Depression was more significant for Germany than other
countries.
The economic and social instability also resulted in political changes within Germany as people
turned from the democratic Weimar government towards extremist parties like the Nazi
Party and the Communist Party who knew how to appeal to people and use the situation to
their advantage. By July 1932 the Nazi Party had 230 seats in the Reichstag and was
therefore the largest party in Germany. From 1928 to 1933 there were four different
Chancellors resulting in political instability. Firstly, Brüning recognised the impact of the
Depression on Germany and sought to alleviate the reparations by abolishing the Treaty of
Versailles. He resigned when his attempts failed and was followed by von Papen who also
recognised the need for significant change. However, his proposal to abolish the Weimar
Constitution was unfavourable with Hindenburg whose political career had succeeded under
the Weimar Republic. As a result, von Papen was replaced by Schleicher who was removed
when Hitler and von Papen, having formed an alliance, warned Hindenburg that, as
Chancellor, Schleicher would lead to a Communist takeover. As a result, President Hindenburg
appointed Hitler as Chancellor and von Papen as Vice-Chancellor. During this period there
were a number of occasions when the Reichstag was dissolved and new elections were held in
the hopes that the Nazis would lose favour. Throughout this time of political intrigue people
started getting tired of all the elections so less people were voting and people lost confidence
in the government. The significant impact of the Depression on the German political system
resulted in the downfall of the democratic Weimar Republic and the rise of the Nazi
dictatorship which was enforced by the Enabling Act and the use of Article 48 in which the
President could rule by decree.
Comment
This section develops some explanation of the short-term social significance of the Depression.
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The Depression was a turning point for Germany in that it was a complete change from what
came before. Before the depression, Germany was a democracy run by the Weimar
government. However, the Depression gave the Nazis a stand and allowed them to come into
power, which meant that Germany became a dictatorship. This dramatic change in
government changed the culture, the leadership and the lives of the people. This was
significant across time because Germany is different even now to what it would have been if
the Wall Street Crash had not happened. In the short term it was significant because the
Nazis effected the culture. They used extreme propaganda that extended into festivals, movies,
art and education to indoctrinate people and to censor production.
When the Nazis first came to power they managed to strengthen the economy so that it
recovered by 1935. They led German labour programmes and built Autobahns which
employed 400,000 people, both directly and indirectly. The Nazis also started to rearm
Germany so the working class were recruited into the army and into factories where they
had better working conditions due to the German Labour Front (DAF) created by the Nazis.
The German Labour Front replaced trade unions and was supposed to allow workers and
owners to mutually represent their interests and meant that wages were set by the German
Labour Front trustees. It essentially combated capitalism, liberalism, but also revolution
against the factory owners and the national socialist state. This was very significant for the
working and upper classes for the duration of the Nazi regime as it increased the Nazis
control of them and changed the policies of companies. This control over the people was a
significant contributor to the Nazi Party’s ability to lead Germany into a war which changed
many important aspects of people lives throughout Europe. So the Depression was significant
in that it led to the Nazis rising, changing Germany and leading them to a war which
involved many countries.
However, with the rise of the Nazi Party Jewish businessmen were persecuted, farmers had
controlled production so had smaller income and the elderly were forced into euthanasia
programmes. It can therefore be said that the Depression was more significant for people in
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rural areas because those in industry were supported by the Nazis in order for them to
support their rise to power. The Hitler Youth organisations indoctrinated young people and
meant they had a lack of proper education. The indoctrination of the youth was significant in
the long term because after the war they had to be re-educated.
Comment
The candidate has explained the political significance of the Depression well. There is good and
appropriate use of the idea of a turning point. They have been able to explain the longer-term
significance of the Depression under the Nazi regime.
Politically, the Depression had different long and short term effects as it continued to effect
the political situation in the country after the war when Germany was being reorganised .
Germany was divided into four zones that were controlled by either Britain, France, the US
or the USSR. This would have dramatically changed the lives for the people in terms of their
culture and society as there was a significant difference between what came to be known as
East Germany controlled by the USSR and West Germany which was formed when the
British, French and American zones were merged. This was very significant as it was a
complete change in running both East and West Germany and would have damaged it
economically as its military was dismantled and significant places like ports were destroyed to
prevent future wars. Germany had not only lost its empire, become a divided nation and lost
much of its land but yet again it was faced with the devastation and cost of war.
There have been many movies and documentaries made and many books written about the
Depression and the Nazis. Therefore the Depression must have been significant in the long
term because we still talk about its effects today.
Comment
Here they have attempted to explain the significance of the Depression by examining how it is still
remembered and studies today. This concept could have been better developed.
It can be argued that the Depression in Germany was not due just to the Wall Street Crash. It
already had a weak economy and the people had a lack of confidence throughout the world.
The lack of confidence in the world led to the growth of protectionism (restricting imports)
and a decline in world trade. Germany relied a lot on exporting and importing goods and
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suffered greatly when this stopped. Businesses therefore cut back production which was only
enhanced by the Wall Street Crash and this led to the vicious cycle of unemployment,
poverty, less demand, lower prices and lower wages. President Hindenburg was 85 by the
time Hitler was appointed Chancellor so was no longer the strong President Germany needed.
This may also have contributed to the fall of the Weimar Republic. The death of Stresemann
may have as well because he had spent years leading the German recovery after 1923 but he
died before the Wall Street Crash when his experience could have benefited Germany’s ability
to respond more effectively to the Depression.
Comment
This section has not contributed to an assessment of the significance of the Depression.
In conclusion, I think the Depression was extraordinarily significant for Germany in the short
and long term. The Wall Street Crash occurred at a time when Germany had a weak
economy and political instability driven by reparations, fear of hyperinflation and an old
President who was too weak to enforce changes that should have been made to lead the
German recovery. The Wall Street Crash led to immediate political, economic and societal
changes like unemployment and political intrigue. In the long term there was the rise of
political extremism that led to war and yet more changes that continued after Germany’s
defeat leading to the creation of East and West Germany. Although Germany has now
reformed as a single democratic state the effects of the Depression today through neo-Nazis
and the fear of another war.
Word count 1924
Comment
The conclusion sums up main points well with a clear summary of the significance of the Depression.
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Summative comments
This is a very good answer. There is a clear focus on significance all the way through.
The candidate has shown good knowledge and understanding which they have deployed effectively to
assess significance. The candidate has a good understanding of the concept of significance.
The candidate has been able to explain the short and long term effects of the Depression as well as
considering what the turning point was in the German economic recovery.
A range of criteria have been used to assess the significance of the Depression, e.g. economic, social
and political. The answer is consistently analytical and a clear argument runs throughout and the
conclusion is consistent with this.
The candidate has shown a good understanding of the causes, consequences, change over time and
interrelationships involved in the Depression. The candidate could have spent more time assessing
significance rather than just explaining it. One approach would have been to explore whether some of
the developments in Germany in the 1930s would have happened without the Depression.
Level 5, 37 marks
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Candidate 6
How significant was propaganda in Germany from 1933 to 1945?
Propaganda is a form of advertising used to promote a political cause or point of view to a
large group of people in order to persuade them to believe your opinion. It was a crucial
instrument to the Nazi party in the years leading up to and during Hitler’s leadership of
Germany as it allowed their ideologies to be implemented into the minds of Germany’s people
and thus secure their support towards the regime. There were many forms of propaganda
delivered; from films and art to newspapers and the radio. With complete support, the Nazis
would be more likely to be successful in acquiring unabridged control and maintenance of
power. However, there is contradiction in apropos to how significant the methods used were
in developing and maintaining attitudes amongst different groups of people.
Comment
The conclusion sums up main points well with a clear summary of the significance of the Depression.
Hitler used a form of propaganda to turn the young people of Germany into loyal Nazis. They
did this by controlling all the influences on a young person: their school, social experiences and
families. The minds and bodies of young people were to be shaped to the Nazi cause and thus
came the formation of the ‘Nazi curriculum.’ Certain subjects were an opportunity to
indoctrinate young people; Biology explained Nazi ideas on race and population control,
German taught pupils to be conscious of their national identity whilst History focused on the
rise of the Nazi Party, the injustice of the Treaty of Versailles and the corruptness of
Communism and the Jews.
This strict highly controlled regime made sure that a young person’s first loyalty would be to
Adolf Hitler by encouraging a Nazi-influenced environment and emphasising its normality. It
was expected for this sense of Hitler loyalty to be carried through to Adulthood, as a
consequence, when Adults, they would support, be loyal to and agree with Hitler and his Nazi
policies. Arguably, this was a much better technique in securing the support of German people
as youngsters would grow up thinking Nazi beliefs were conventional in contrast to their
elders. It was common for a child to feel lightly estranged from their parents as even though
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they were bombarded with propaganda from newspapers and films to literature and even
architecture many adults were not as keen on Nazi ideology. An example of this would be in
1937 when Hitler’s approved German Art exhibition was not as popular as the ‘Degenerate
Art’ exhibition which attracted five times as many visitors.
To control younger people’s social activities, Nazis formed the Hitler Youth in the 1920s and
by 1936 it become almost impossible to not join. Even though Hitler’s personal support
remained high throughout the 1920-30s, in the early 1940s, teenagers of Hitler Youth who
were fed up with being policed by people who were hardly any older than they were. This
lessened the attraction towards the organisation, thus many became actively interested in
opposition groups such as the ‘Swing Youth.’ Youths listened to black jazz, met in nightclubs
and Jews were accepted. This caused huge outrage and some were harshly punished. This
suggests that even though the Nazis did a good job in developing their ideas into the minds of
young people, they weren’t as good as maintaining their popularity as many were willing to
rebel despite knowing the risks.
Comment
In these sections the candidate has focused on young people and explained how propaganda was
used to indoctrinate them and why this was important. The use of the Hitler Youth as propaganda is
marginal but valid. Youth opposition groups are used to question the effectiveness of Nazi attempts to
indoctrinate the young. The answer was assessing success rather than significance. The work
‘significant’ has not yet been used.
The Hitler Myth was a carefully a heedfully cultivated image that portrayed Hitler to be a
‘charismatic superman’ and a ‘man of the people.’ Even people who didn’t like Nazi policies
respected Hitler as they considered him to be a brilliant leader. This was a form of
propaganda as the Nazi party attempted to glamorise Hitler so that the people trusted him
to be wonderful man who would do them justice. As a result, they would be more likely to
support his party and his policies. The veritable propaganda slogan: ein Volk, ein Reich, ein
Fuhrer (‘One People, One Nation, One Leader’) supported this idea. It is believed that by the
late 1930s, an estimated ninety per cent of the population admired Hitler. This is because he
and his party satisfied the people’s emotional need for a strong government that had already
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successfully reinforced traditional values, an authoritative leadership, introduced economic
recovery and had made the people feel like a great power again after the humiliation of
World War One.
Comment
Here the candidate has focused on the Hitler Myth. The effectiveness of this is assessed but fails to
focus on its significance.
Although the Hitler myth was an effective way to gain support, the technique had its flaws.
Hitler soon became the victim of his own myth as he believed he was unerring hence, he
moved away from being an artful, opportunistic politician. Ergo, this resulted in major
military failures such as the invasion of the Soviet Union in June 1941 led to declining
credence in the myth. This decline prompted a decline in Hitler’s supporters too. However,
this is arguable as Hitler was still widely respected even as Germany was losing the war in
1944. Another fault included the fact that only a small minority rejected the Myth as many
Germans were too terrified to voice their honest opinion about the Nazi party. This is owing
to the fact that Germany soon became a place were any criticism towards the government or
Nazi party made you unsafe and likely to be punished. Therefore, it is difficult to ever know
the true viewpoint of the German people as many were unlikely to be candid, however, the
myth did seem to be a principle that was widely believed.
The Nazis exploited a variety of anti-Semitic myths to produce propaganda that promoted
the idea of a ‘master race’ by marginating, belittling and thus humiliating the Jews. Mocking
signs that read phrases such as ‘Jews strictly forbidden to enter this town’, ‘Don’t buy from
the Jew’ and ‘Jews enter this place at their own risk’ were common across the country. They
encouraged the maltreatment of Jews. Films and newspapers in particular played an
important role in disseminating anti-Semitism. Nazi films portrayed Jews as ‘subhuman’
creatures invading Aryan society. For example, The Eternal Jew (1940), depicted Jews as
wandering cultural parasites, consumed by sex and money. Newspapers such as Der Stürmer
(The Attacker), printed anti-Semitic caricatures cartoons to delineate Jews.
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At the time of Hitler’s rise to power, Germany was experiencing great economic hardship;
Hitler used the Jews as a scapegoat, blaming them for the disintegration of German society.
For this reason, the party found many willing adherents as they wanted the Jews to suffer in
the same way they did. Gestapo reports claimed that anti-Semitic exhibits, films, theatre
shows etc. helped to promote a sharp rise in anti-Semitic feelings, and in some cases violence
against the Jewish community. Increased support towards Nazi policies resulted in increased
support towards the party itself- making this a very successful technique in gaining
popularity.
Comment
Here the candidate has assessed the effectiveness of Nazi anti-Semitic propaganda. Again the
answer has failed to focus on the significance of this.
There were cases of resistance towards anti-Semitic policies. Many Germans and other non-
Jews helped Jews by hiding them and smuggling them out of German territory. For instance,
German industrialist Oskar Schindler protected and saved the lives of 1,200 Jews by
employing them in his enamelware and ammunitions factories. Patently, high-profile
individuals like Schindler were rare and the most successful resisters were successful because
the kept low-profiles and were consequently discovered by neither the Nazis then nor
historians today. As a result, it is difficult to know how many were prepared to oppose the
Nazis, nevertheless, people did. For this reason, the use of propaganda may not as been
effective in this case as many people (even if they felt strongly about the mistreat of the
Jewish people), did not disclose their true feelings and were too scared to disobey the Nazis by
helping Jews in case they got into trouble themselves.
Women were also targets of propaganda. The Nazis had very strong views about the place of
women in society believing that they should maintain a traditional role of being a wife and
mother by observing the three Ks - Kinder, Kirche und Kuche. Employment opportunities for
women declined in the early 1930s; during the election campaign in 1932, Hitler promised
that if he gained power he would take 800,000 women out of employment within four years.
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Doctors, Lawyers and teachers were sacked from their jobs and by 1939 very few women
were left in professional jobs.
However, he soon became alarmed by the shortage of workers (particularly in years of war)
and woman became pressured to work. With women working, birth rates began to decline. As
a result, women were actively persuaded to have children by avoiding contraception.
Tempting financial incentives of up to 1000 marks were offered to married Aryan couples
who had at least four children. A ‘Gold, Silver or Bronze Cross’ was awarded for having eight,
six or four children (respectively) and every August, the prestigious Motherhood Cross was
given to the woman who had the most children that year - women were even given
privileged seats at Nazi meetings. These rewards encouraged women to have children as it
increased their respectability and obeying policies was a symbol of their commitment of
loyalty to the Nazi party. Posters, radio broadcast and newsreels further celebrated the ideas
of motherhood, homebuilding and emphasised family life, making propaganda a huge success.
The German Maidens’ League reinforced Nazi ideas and the rate hence increased by thirty-
three percent from 1933 to1939.
This is a successful outcome of the use of propaganda as many women were willing to heed
Hitler and agreed with his opinion of women, thus the party received support as many
believed that Hitler was acting in the best interest of them and the country. The rise in birth
rate is evidence of the Propaganda’s success- showing that the Nazi party were triumphant in
developing the attitudes they wanted.
Although an increase in the birth rate was clear evidence for the effectiveness of propaganda
to bring about change, women were not scared to oppose the Nazis’ due to Hitler’s outspoken
anti- feminism ideas. Many did so by joining illegal opposition (usually left-wing) political
parties and developing anti-fascist beliefs. For example, Sophie Scholl organised the resistance
group: ‘White Rose’. In one illegally printed pamphlet, she wrote ‘Every word that comes from
Hitler’s mouth is a lie’. In consequence, the twenty-two year old was sentenced to death and
was beheaded by the guillotine. Forms of resistance were common and eventually so many
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occurred that female-only concentration camps were opened in Moringen and Ravensburck.
This shows that propaganda such as promoting family life and being a Mother and Wife was
not appealing to all German women and they refused to be treated like second-class citizens
who could were being dictated.
Comment
The answer in these sections has focused on assessing eh effectiveness of Nazi propaganda towards
women. Like other parts of this answer this has not been developed to assess the significance. The
importance of the success or failure of Nazi propaganda should have been assessed.
To conclude, propaganda was certainly a significant factor in promoting and spreading Nazi
messages. However, to what extent it worked and if it managed to secure popularity is
arguable. Terror was an incredibly successful technique used by the Nazi party that allowed
them to increase the chances of control and power. On the flipside, as historians today, with
regards to the extent it guaranteed/maintained support and popularity throughout the
period is debatable as many were too scared to announce their true opinions due to the harsh
punishments they would be likely to suffer; thus it is difficult to judge.
Word count 1925
Bibliography:
• Brooman, Josh. Hitler’s Germany- Germany 1933-45. Pages 8-9, 18-19
• Lacey, Greg & Shephard, Keith. Germany 1918-1945 a study in depth. Pages 112-117, 120,134
• Walsh, Ben. Cambridge IGCSE Modern World History Option B: The 20th Century Pages 256- 260,
268
• Kelly, Nigel & Lacey, Greg. Core Modern World History for OCR spec 1937 Page 123
• Hite, John. Weimar and Nazi Germany. Page 185
• www.bl.ukjlearning/histcitizen/voices/info/antisemitism/antisemitism
• www.jewishvirtuallibrary.org/jsource/Holocaust/women
• www.spartacus-educational.com/GERwomen
• www.wikipedia.org/wiki/Oskar_Schinldler
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Summative comments
The candidate begins by mentioning that Nazi propaganda was significant because it promoted and
spread Nazi messages. They go on to say that terror was possibly more important in increasing Nazi
control and power. This could have been used as a counter-argument to the significance of
propaganda but has not been attempted.
The conclusion is as much about assessing success as assessing significance. This answer fails to
develop this focus and significance is implied but never directly assessed. For the candidate success
and significance seem to be the same thing. However, what needed to be assessed was the
significance of the successes and failures of Nazi propaganda – why did these matter?
The answer demonstrates a wide knowledge of different forms of propaganda and some
understanding of key features. There is discussion of interrelationships and there are well-supported
arguments. However, this has not been used to focus on, or assess significance.
A good understanding of significance has not been demonstrated and in that regard the question not
been directly answered. There are some aspects of a Level 4 performance but he failure to focus on
significance brings the answer into Level 3.
Level 3, 24 marks
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Section 4: Managing the administration of coursework

Important: Please check the latest edition of the Cambridge Handbook available at
www.cambridgeinternational.org/cambridge-for/exams-officers/cambridge-exams-officers-guide/ for all the
latest information concerning the administration of coursework.
4.1 Recording and despatching of marks

All forms mentioned below are available on the Cambridge Samples Database at
www.cambridgeinternational.org/samples.
Simply enter your centre number and the syllabus code (0470 or 0977) to access information, forms and
instructions concerning the selection of samples.
Once the work has been marked, an Individual Candidate Record Card should be completed for each
candidate. This form should be attached to the front of the candidate’s work.
The Coursework Assessment Summary Form should also be completed. This provides the moderator with
an overview of all the candidates and marks in the centre.
We will send a computer-printed Coursework Sheet, MS1, to each centre in late March (for the June
examination series) and in early October (for the November examination series).
MS1 will list all the candidate names and numbers. This mark sheet should be completed and a copy
returned to Cambridge International as soon as possible. The deadlines for return are 30 April (for the June
examination series), and 31 October (for the November examination series).
4.2 The sample of work for external moderation

The sample submitted for external moderation should:
• represent the spread of marks across the entire ability range for the cohort, and include the top-
scoring piece of coursework, some middle-range marks and the lowest scoring piece of work
• include a balance of work from candidates across all teaching sets and assessors.
Each sample should:
• include the candidates’ coursework. (The pages of the work of each candidate can simply be stapled
together with the Individual Candidate Record Card attached as the front page.)
• be clearly marked with candidates’ names and numbers, and your centre’s name and number
• include the Coursework Assessment Summary Form(s)
• include a copy of the form MS1
• include the coursework question and any other instructions given by you to the candidates
• contain information on the circumstances in which the coursework was completed by candidates and
about how you undertook internal moderation.
On all forms, those candidates selected for external moderation must be indicated by an asterisk (*).
It might be necessary for our moderators to call for a further sample of work, beyond the original submission.
Full details of this further sample would be addressed to the named Examinations Officer at your centre.
Centres are asked to retain copies of all Individual Candidate Record Cards and Coursework Assessment
Summary Forms until the publication of results.
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Appendix 1: The generic mark scheme
Level Marks Description
• Candidates demonstrate and select and effectively deploy relevant and

accurate contextual knowledge.
• Candidates select a wide range of relevant information which is well-
organised and deployed effectively.
• Candidates demonstrate excellent understanding of the significance of the
Level 5 36–40 key features, reasons, results or changes of societies, events, beliefs,
people and situations studied with good awareness of the importance of
interrelationships and the broad context.
• Candidates consistently produce relevant, effective, convincing and
well- supported arguments and judgements.
• Candidates produce conclusions that are entirely consistent with the rest
of the answer and are effectively supported.
• Candidates demonstrate and select and effectively deploy mostly

relevant and accurate contextual knowledge.
• Candidates select a range of relevant information which is generally
well-organised and effectively deployed.
• Candidates demonstrate a good understanding of the significance of
the key features, reasons, results or changes of societies, events,
Level 4 27–35 beliefs, people and situations studied with good awareness of the broad
context.
• Candidates demonstrate some understanding of interrelationships in the
period studied.
• In several places candidates produce relevant, effective, convincing and
well- supported arguments and judgements.
• Candidates produce conclusions that are argued and supported.
• Candidates demonstrate and select some relevant contextual knowledge
and deploy it appropriately to address the question in several parts of
the answer.
• Candidates select and organise mostly relevant information which is
sometimes deployed relevantly.
• Candidates demonstrate a reasonable understanding of the key
Level 3 18–26
features, reasons, results or changes of societies, events, beliefs,
people and situations studied with some awareness of the broad
context.
• Candidates produce structured descriptions and some reasonable
explanations.
• Candidates make some comparisons or links.
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Level Marks Description

• Candidates demonstrate some limited contextual knowledge.
• Candidates select and organise some relevant information. This is
deployed relevantly on a few occasions.
• Candidates describe or narrate some relevant key features, identifying
and describing some reasons, results and changes of societies, events,
Level 2 9–17 beliefs, people and situations studied but with limited awareness of the
broad context.
• Candidates demonstrate some ability to structure descriptions or narratives.
• Candidates attempt some obvious comparisons or links.
• Candidates assert relevant conclusions but these are not explained or
supported.
• Candidates demonstrate little relevant contextual knowledge.
• Candidates demonstrate limited ability to select and organise information.
Level 1 1–8 • Candidates describe or narrate a few relevant key features. The work
contains a little relevant information but this is not deployed relevantly in
terms of answering the question.
Level 0 0 • Candidates submit no evidence or do not address the question.
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Appendix 2: Ideas for teaching ‘significance’

These activities do not necessarily have to be used exactly as they are. They do not all cover content
relevant to Cambridge IGCSE History. However, they can be adapted to be used with other content
examples.
Activity A: Great people

Lists like the 100 ‘Greatest Britons’ list could be used. For example, the top ten on the list could be looked at
with candidates researching some of them online (where the rest of the list can also be found). Candidates
could use criteria to discuss how far they agree with the list. Other countries have produced similar lists
(several can be found online).
These could be compared with the ‘Great Britons’ list. There is also a 100 ‘Worst Britons’ list online.
Issues for discussion:
Are the individuals significant in different ways?
How far does the list reflect when the poll was taken? Would a different list have been produced e.g. 100
years ago?
What changes would the candidates make to the list?
How do lists from other countries differ – more women, different types of people?
If candidates could add events, ideas and sites to the list, which ones would they choose? Are individuals
more important than events, ideas or sites?
From 100 Greatest Britons published by the BBC in 2002:
• Sir Winston Churchill, (1874–1965), statesman and orator, Prime Minister during Second World War
and winner of the Nobel Prize for Literature
• Isambard Kingdom Brunel, (1806–1859), engineer, creator of Great Western Railway and other
significant works
• Diana, Princess of Wales (1961–1997), first wife of HRH Charles, Prince of Wales (1981–1996) and
mother of Princes William and Harry of Wales
• Charles Darwin (1809–1882), naturalist, originator of the theory of evolution through natural selection
and author of On the Origin of Species
• William Shakespeare (1564–1616), English poet and playwright, thought of by many as the greatest
of all writers in the English language
• Sir Isaac Newton (1643–1727), physicist, mathematician, astronomer, natural philosopher and
alchemist, regarded by many as the greatest figure in the history of science
• Queen Elizabeth I of England (1533–1603), Monarch, (reigned 1558–1603)
• John Lennon (1940–1980), musician with The Beatles, philanthropist, peace activist, artist
• Vice Admiral Horatio Nelson, 1st Viscount Nelson (1758–1805), naval commander
• Oliver Cromwell (1599–1658), Lord Protector
The Greatest American, 2005
• Ronald Reagan – 24%
• Abraham Lincoln – 23.5%
• Martin Luther King, Jr. – 19.7%
• George Washington – 17.7%
• Benjamin Franklin – 14.9%
• George W. Bush
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• Bill Clinton
• Elvis Presley
• Oprah Winfrey
• Franklin D. Roosevelt
• Billy Graham
• Thomas Jefferson
• Walt Disney
• Albert Einstein
• Thomas Alva Edison
• John F. Kennedy
• Bob Hope
• Bill Gates
• Eleanor Roosevelt
• Lance Armstrong
• Muhammad Ali
• Rosa Parks
• The Wright Brothers
• Henry Ford
• Neil Armstrong
Activity B: Minor and great events?

To get your learners to understand the historical significance of events, ideas and actions, ask them to
compare seemingly minor and great events and consider if they are equally important to history. Here’s an
example.
(a) At Stalybridge in 1850, a seller of gingerbread was deliberately kicked to death as a result of some
petty dispute.
(b) At Sarajevo in 1914, the Archduke Franz Ferdinand of Austria-Hungary was assassinated by a
Serbian nationalist, Gavrilo Princip.
Two individuals were killed. Both had their lives cut short and were mourned by friends and family. Are they
equally important to history?
The Boston Tea Party (1773) and Peterloo (1819) massacres involved the deaths of very few people.
Why should they be considered relevant topics for study?
Activity C: Using past learning

Introductory exercises can be usefully based on textbooks. The indexes or contents of such books can be
examined. You might ask your learners the following:
• which individual, events or ideas are mentioned most often?
• does this vary from book to book?
• are there important people, events or ideas missing?
• how much attention is paid to (for example) scientific ideas?
Other tasks you might set your learners, to give them experience in justifying and defending their choices,
could take the form of the following questions.
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(a) Reviewing a period you have studied, choose the four most significant events in the unit you have just
covered.
Or
(b) From the following list, choose the four events that you think were most significant and give reasons
for your choices.
• The assassination of Franz Ferdinand
• The First World War
• The Treaty of Versailles
• The Munich Putsch
• The World Depression
• The Nazi-Soviet Pact
• The American entry into the Second World War
• The Cuban Missile Crisis
• • The uprising in Hungary in 1956
• The fall of the Berlin Wall
Activity D: Explanation cards

Another method of explaining why an event is historically significant is to use a list or set of cards for group
work from which learners have to choose the three best explanations of significance. This could include
some ‘dummies’ (or less likely explanations). Learners have to select the more likely explanations from the
list and be able to explain their choices.
Why was the Great Fire of London a significant event in history?
(a) More hygienic housing meant that London never suffered a Plague again. Lessons were learned for
other towns and cities.
(b) People learned how to make better use of their natural resources. The Fleet River was less polluted
and water was used more effectively for fire-fighting.
(c) It showed the need for a proper fire brigade and also for house insurance schemes.
(d) 51 new churches were built, many by the architect Christopher Wren, including a new St Paul’s built
between 1675 and 1710.
(e) The newly built London was better placed for its role as a commercial centre with the growth of
banking and trade.
(f) More permanent buildings were erected, showing the value of red brick and stone replacing the old
timber buildings. These had better fire-proofing.
(g) Wren had plans to create a planned city with wide streets and more elegant buildings, but these were
not to be as the need for rapid rehousing meant that the old street system was retained. London
missed a great opportunity to build a modern new city. Had they followed Wren’s plans, there might
have been fewer traffic problems today. Note the lack of vision and the effect of individual self-
interest which hampered progress.
(h) Through the primary evidence of the time, such as Pepys’ diary, we can learn about how people
organised themselves in a crisis.
(i) Catholics were accused of starting it. This showed how rumour and false information can be used by
propagandists for a particular cause. This tells us a lot about the society and politics at the time.
Why is the study of the slave trade important?
(a) It explains how black people came to live on the American Continent.
(b) It explains how cotton was produced cheaply for the new machines and factories
(c) It helps us make our own minds up about what we think of slavery.
(d) It helps us to understand why there was a civil war in the USA.
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(e) It shows how money from the slave trade created most of Liverpool’s banks, which provided loans for
the development of railways, mines and factories.
(f) It helps us to understand what motivated people like the abolitionists worked to bring an end to the
slave trade and then slavery itself.
(g) It makes us think about how black people were treated and how the traders and slave owners tried to
justify what they did.
(h) It helps us to understand how public opinion can be used to bring about change – use of pamphlets,
poems, pottery, petitions, public meetings and speeches.
(i) It helps us to understand the role of the Evangelical movement, the Quakers and the humanitarian
movements of the 18th and early 19th centuries.
(j) It helps us to understand how people could make a lot of money by using a cheap labour force bound
by law not to run away (slaves and mill apprentices).
(k) It helps to explain the background to the Civil Rights movement in the USA and the underprivileged
position of black people in America and Europe.
(l) It helps us to understand further words such as freedom, liberty, profit, cheap labour, humanitarianism.
Why was the Black Death an important even in history?

Task 1: Study each of the eight explanations carefully and then place each one into the following five
categories.
Categories
I. Explanation of other events in history.
II. Understanding historical vocabulary.
III. Helping us to decide what we think is right and wrong.
IV. Understanding how and why people did what they did.
V. Understanding the meaning of evidence.
Explanations
1. It helped to bring about the end of the Feudal System.
2. It led to the decline of the monasteries – monks were particularly hard hit – easier to take away their
lands.
3. It encouraged increased criticism of some people in the church (though not of its teachings) as it was
difficult to replace educated priests.
4. It led to disputes of lands which increased the quarrels between the barons themselves and also the
King and reduced his control and respect in which he was held.
5. It shows how people’s explanations of the causes of events are affected by the ideas, beliefs and the
knowledge of that time.
6. It showed the extent of trade routes in the fourteenth century.
7. It led to many deserted villages, the extent of which has only been discovered since the use of aerial
photography.
8. It showed the contribution of economic factors to changes in history: e.g. wages rise if there are fewer
workers; prices rise if fewer goods are available.
Task 2: Which three of the above five categories do you think are the most important?
66
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Coursework Handbook

Cambridge IGCSE™ / Cambridge IGCSE (9−1)

Please follow the link below to register your interest.

Copyright © UCLES 2018 (updated 29/04/21)

Contents of the handbook

Section 2: Planning and teaching coursework in your school

Section 3: Marking coursework

• an explanation of the main features of the generic mark scheme

Section 4: Managing the administration of coursework

Section 1: The coursework component

1.1.2 The task

1.1.3 Candidates’ responses

1.1.4 Marking and moderating

1.2 The nature of the assessment objectives

1.2.2 Assessment objective 2

• which different types of people were affected (e.g. rich/poor)?

• were men/women affected to the same degree?

• were different parts of the country/world affected in the same way?

• how wide, geographically, was the impact?

• how important was it to people?

• how powerful was the impact?

• how far was it remarked on by people at the time?

• how far was it beneficial?

• how reported/how received?

1.2.3 Producing an extended piece of writing

• Have I answered the question?

• Does sentence construction, grammar, punctuation or spelling need to be improved or corrected?

1.3 Constructing coursework tasks

The following questions would also be suitable:

1.4 Completion of coursework and the role of the teacher

1.4.2 The role of the teacher

1.5 Support for teachers

1.5.3 Moderators’ reports

1.5.4 Scheme of work

Section 2: Planning and teaching coursework in your school

2.2 Choosing a topic area

2.3 Designing a scheme of work

• for each lesson

2.4 Teaching and learning for coursework

Section 3: Marking coursework

3.2 Main features of the mark scheme

• relevant deployment and organisation of information

• command and understanding of the history topic

• ability to construct and support descriptions, explanations, arguments and judgements

3.3 Using the mark scheme

3.4 Annotation of coursework

3.5 Internal standardisation

3.6 Internal moderation

3.7 Annotated candidate coursework

who lead the New Deal.

Amendment as added to the Constitution, limiting future Presidents to a maximum of two

have failed to recover completely, or at least as quickly.

prior to it there was no sign of real economy recovering.

lifestyles and what people could afford to consume.

or rise of a fascist leader like in Germany.

preserve a culture, as well as help keep an economy afloat.

Depression, it did keep America alive.

Word count 2069

population as a whole and by the millions people who died.