History P1 MS

Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
HISTORY 0470/12
Paper 1 May/June 2017
MARK SCHEME
Maximum Mark: 60
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE ®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
® IGCSE is a registered trademark.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 90 printed pages.
© UCLES 2017 [Turn over

0470/12 Cambridge IGCSE – Mark Scheme May/June 2017
PUBLISHED
GENERAL INSTRUCTIONS
Applying the Mark Scheme
• When marking a response the overall criterion to be considered should be – ‘How good is this response to this question?’
• The Level Descriptor should be used to decide the level into which the quality of the answer fits.
• Exhaustive lists of possible facts are not given in the mark scheme, as there is often a choice of factual knowledge that candidates may use.
• WHERE EXAMPLES OF RESPONSES ARE GIVEN, THESE ARE NOT PRESCRIPTIVE, BUT ARE INTENDED AS A GUIDE. It is not
possible to cover every possible type of response within a levels of response mark scheme and examiners are expected to use their
professional judgement at all times in ensuring that responses are placed in the correct level and given an appropriate mark within that level.
• Marking must be positive. Marks must not be deducted for inaccurate or irrelevant parts of answers. In itself, poor use of historical terminology,
spelling, grammar or handwriting does not affect the mark. The overall quality of the answer to the question should be judged.
• If a candidate reaches a particular level, s/he must be rewarded with a mark within that level. It is not necessary to work through the levels.
• The full range of marks should be used. Do not be afraid to award full marks or no marks. Failure to do this will seriously affect the distribution
of marks. Be prepared to reward candidates who show any level of understanding. The mark scheme starts from basic acceptable response.
Where a band of marks is indicated for a level, these marks should be used with reference to the development of the answer within that level.
Assessment Objectives
(a) recall, description
(b) recall, explanation
(c) recall, explanation and analysis
© UCLES 2017 Page 2 of 27

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Question Answer Marks
5(a) What were the main aims of the League of Nations when it was set up in 1920? 4
Level 1 One mark for each relevant point; additional mark for supporting detail 1–4
e.g. ‘To achieve international peace.’

‘To promote international co-operation.’
‘To promote business / trade.’
‘To encourage nations to disarm.’
‘To improve living and working conditions worldwide.’
‘To enforce the Treaty of Versailles.’
‘To discourage aggression.’
‘To solve disputes and crises.’
Level 0 No evidence submitted or response does not address the question 0

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5(b) Why did the League not include some major powers when it was set up? 6
Level 4 Explains TWO reasons 6
Level 3 Explains ONE reason 4–5
(Four marks for one explanation, five marks for full explanation)
e.g. ‘The United States refused to join the League. This was because a majority in the American Senate thought that the
League would drag their country into future disputes and wars.’
Level 2 Identifies AND/OR describes reasons 2–3
(One mark for each identification/description)
e.g. ‘The USA refused to join.’

‘Germany was not allowed to join.’
‘Soviet Russia was not invited to join.’
Level 1 General answer lacking specific contextual knowledge 1
e.g. ‘Some countries were not wanted.’

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5(c) ‘The League of Nations was an effective organisation for preserving peace in the 1920s.’ How far do you agree with 10
this statement? Explain your answer.
Level 5 Explains with evaluation of ‘how far’ 10
As Level 4 plus evaluation.
Level 4 Explanation of both sides 7–9
A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7.
Fuller explanation of one issue to be given two marks.
An answer which only has one explanation on one side of the argument cannot be awarded more than 8.
Level 3 One-sided explanation OR one explanation of both sides 4–6
More detailed explanation of one issue to be given two marks.
e.g. ‘In Upper Silesia a plebiscite was held with British and French troops keeping order. The vote suggested it should be
awarded to Germany despite rural parts voting in favour of Poland. Riots followed. The League suggested a partition, a
decision which was accepted by both sides. The industrial areas came to Germany. The League safeguarded rail links and
made arrangements for water and power supplies.’
OR
‘Vilna had been made the capital of newly created Lithuania. The city was seized by a Polish army. The League asked the
Polish army to withdraw but it refused. The matter was passed to the Conference of Ambassadors. France refused to act
against Poland, seeing them as a future ally.’

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5(c) Level 2 Identifies AND/OR describes 2–3
(One mark for each point.)
e.g. ‘The League was successful as there were no major conflicts.’

‘It was effective in dealing with minor disputes.’
‘It resolved the Aaland Island dispute.’
‘It was effective in dealing with the problem in Upper Silesia.’
‘The League was effective regarding Mosul.’
‘The League resolved the dispute between Peru and Columbia.’
‘The League resolved the dispute between Bolivia and Paraguay.’
OR
‘Difficult to judge as most of the great powers had little energy to pursue disputes.’
‘The League was less effective in dealing with Bulgaria in 1925.’
‘With regard to Vilna, the League was more like a passive bystander.’
‘In relation to Corfu, the power of the League was undermined.’
‘France made mutual assistance pacts without reference to the League.’
‘Agreements including Locarno and Kellogg-Briand were made outside the League.’
‘International disarmament failed.’
e.g. ‘It was successful as countries were peaceful.’

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6(a) What was the ‘Greater Germany’ that Hitler aimed to establish? 4
e.g. ‘All German speaking peoples to be brought into the Reich.’

‘The frontiers of Germany would be extended to cover those areas where the population was predominantly German.’
‘The increase in living space – lebensraum.’
‘Countries involved would include Austria, Czechoslovakia, Poland and Soviet Russia.’
‘To regain German land lost during the Treaty of Versailles.’

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6(b) Why were Hitler’s foreign policy actions in 1935–36 successful? 6
e.g. ‘In 1935 the League of Nations held the promised plebiscite in the Saar. The vote was an overwhelming success for Hitler
with around 90% voting to return to German rule. This was a real morale booster for Hitler and was achieved by peaceful
means.’
e.g. ‘Germany was no longer restricted by the League of Nations.’

‘He continued to re-arm.’
‘He re-introduced conscription.’
‘He legally used the terms of the Treaty of Versailles (Saar).’
‘Britain agreed a naval agreement.’
‘Britain and France had no desire to go to war with Hitler.’
‘Britain considered Hitler was ‘going into his own backyard’ over the Rhineland.’
‘Hitler was successful in using new military tactics in the Spanish Civil War.’
‘Britain and France were too preoccupied with the invasion of Abyssinia.’
e.g. ‘He was not challenged by other countries.’

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6(c) ‘The policy of appeasement made sense at the time.’ How far do you agree with this statement? Explain your answer. 10
Level 3 One-sided explanation OR one explanation of both sides 4–6
e.g. ‘Britain and France were not ready to fight as they were militarily weak and were still coping with the impact of the Great
Depression. Appeasement afforded them time for rearmament.’
OR
‘Appeasement was morally wrong. Hitler was a bully and by appeasing him they were giving in to a bully. They allowed Hitler
to go unchallenged leaving Czechoslovakia to its fate. Appeasement was cowardly.’

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e.g. ‘It was popular as the people of Britain and France wanted peace.’
‘It ensured that Germany remained a strong anti-Communist state.’
‘It ensured that there was valuable time to rearm.’
‘It allowed the harshness of Versailles to be rectified.’
OR
‘Appeasement was morally wrong.’
‘It was based on a misjudgement that Hitler was rational.’
‘It prevented Hitler being stopped.’
‘It led to the Nazi-Soviet Pact.’
‘It allowed Germany to grow more powerful.’
‘Britain gave away a strong ally in Czechoslovakia.’
e.g. ‘It was the wrong policy to follow as it gave opportunities for others.’

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7(a) By 1956, what made Hungarians unhappy with Soviet control? 4
e.g. ‘The country was run by the Hungarian Communist Party which only had 17% of the vote.’
‘The prevention of freedom of speech.’
‘Soviet control was repressive and strict.’
‘There was censorship.’
‘The Soviet secret police were hated.’
‘They did not like Russian street signs.’
‘Education was restricted.’
‘Religion was banned for being subversive.’
‘Industrial production and food were sent to Russia.’
‘The standard of living dropped.’
‘Food was in short supply.’
‘The thousands of Russian troops in Hungary were unpopular. They had to pay for the troops.’
‘They were unhappy with hard-line leaders – Rákosi and Gerö.’
‘Political opponents were arrested / executed.’

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7(b) Why were the Soviets concerned about events in Hungary in 1956? 6
e.g. ‘Khrushchev was not prepared to accept Hungary leaving the Warsaw Pact to become a neutral country. He could accept
some changes but not Hungarian neutrality. If Hungary left the Soviet bloc it was feared other countries might follow. The
protective buffer of friendly countries built up by Stalin might fall apart leaving the Soviets exposed.’
e.g. ‘Nagy became leader.’

‘Free elections were planned.’
‘Law courts were to become impartial.’
‘Soviet influence on daily life was to be reduced.’
‘There was concern over the demand for the withdrawal of the Soviet army.’
‘Nagy wanted Hungary to leave the Warsaw Pact.’
‘Nagy wanted to restore farmland to private ownership.’
‘There was a fear of revolution spreading to other Warsaw Pact countries.’
e.g. ‘They thought it would put them under threat.’

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7(c) ‘The Berlin Wall was built in 1961 to prevent mass migration.’ How far do you agree with this statement? Explain 10
your answer.
Level 3 One-sided explanation OR one explanation of both sides 5–6 marks 4–6
e.g. ‘The erection of the wall by the East was to prevent the mass movement of people from East to West. Nearly 2.6 million
East Germans had left for West Berlin or West Germany between 1949 and 1961. Many were skilled people who were
needed in East Germany.’
OR
‘Politically the mass numbers leaving the communist regime made it look unpopular. In the context of the Cold War this was
negative propaganda as they competed with the capitalist West. Enemies of Communism were arguing that life must be so
bad they had to be walled in to prevent people escaping.’
Level 2 Identifies AND/OR describes 2–3
e.g. ‘It was built to prevent the educated young people of the East moving to the West.’
‘It was to ensure the East did not lose its skilled workforce.’
‘To stop the impression that life was better under capitalism.’
‘It was built to end free access to the West.’

PUBLISHED
7(c) Level 1 General answer lacking specific contextual knowledge 1
e.g. ‘It was built to show a clear boundary.’

PUBLISHED
8(a) Describe how Saddam Hussein dealt with the Kurds between 1987 and 1991. 4
e.g. ‘He dealt with them harshly/ruthlessly.’

‘He destroyed villages and towns.’
‘He killed thousands.’
‘He used mustard gas and cyanide.’
‘Displaced over a million people.’
‘He used concentration camps.’
‘One of the worst examples was against the town of Halabja where Iraqi planes spread poisonous gas killing 5000 and
injuring 10 000.’
‘He sent Kurds into exile.’
‘He attempted to eradicate the Kurds.’
‘He did not recognise Kurdistan.’

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8(b) Why was Saddam Hussein able to become President of Iraq in 1979? 6
e.g. ‘As President Bakr grew older and suffered from increasing health problems, Saddam became ruler of Iraq in all but
name. In 1979, amid circumstances that almost certainly involved threats and bullying, Bakr was encouraged to resign in
favour of Saddam who achieved the Presidency in a final bloodless move.’
e.g. ‘He had been able to remove any who posed a threat.’
‘He was supported by individuals in the Revolutionary Command.’
‘He had shown he could deal with foreign issues.’
‘He had improved the lives of ordinary people.’
‘The aging, ailing President Bakr was encouraged to resign.’
‘He used his influence to appoint family and friends to important positions.’
e.g. ‘He was a master of political cunning.’

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8(c) ‘The Iran–Iraq War of 1980–88 was a success for Iraq.’ How far do you agree with this statement? Explain your 10
answer.
e.g. ‘Saddam Hussein claimed that it had been a glorious victory for Iraq. He had halted the spread of the Islamic Revolution
that had affected Iran. He had prevented Khomeini from toppling his regime and an imposing monument was erected in
Baghdad to recognise his achievement.’
OR
‘Economic damage was considerable. Iraq had been transformed from one of the richest countries in the world to a bankrupt
state. It owed billions in foreign debt and annual oil revenues had more than halved. Investment in social projects such as
housing, schools and hospitals had to make way for austerity.’

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e.g. Successful for Iraq

‘According to Saddam, it was a glorious victory.’
‘The spread of Islamic Revolution had been halted.’
‘His regime remained in power.’
OR
Unsuccessful for Iraq
‘Neither side achieved its war aims.’
‘Both sides suffered casualties.’
‘Iraq suffered economically.’
‘Living standards fell.’
e.g. ‘No, there were no winners.’

PUBLISHED
11(a) In what ways was the Nazi Party affected by the Munich Putsch? 4
e.g. ‘The Party leader, Hitler, was put in prison/arrested.’

‘Nazis were killed.’
‘Hitler’s violence put people off supporting them.’
‘At his trial, Hitler gained national publicity.’
‘He wrote ‘Mein Kampf’ whilst in prison.’
‘Whilst in prison, Hitler realised power could not be achieved by the use of violence.’
‘The Nazi Party was banned and so could not campaign.’
‘Hitler realised he needed to achieve power by constitutional means.’
‘Hitler realised that the Nazi Party needed to develop and expand its organisation.’
‘Hitler realised that the Nazis needed to contest seats at general elections.’
‘The Nazis needed to build up a powerbase in the Reichstag.’

PUBLISHED
11(b) Why was the Reichstag Fire important for Hitler? 6
e.g. ‘Following the burning down of the Reichstag, Hitler immediately claimed it was proof of a Communist plot. He persuaded
Hindenburg to issue an emergency decree which allowed the police to arrest Communists, thus removing a threat to his quest
to consolidate his power.’
e.g. ‘Hitler claimed it was proof of a Communist plot against the state.’
‘Hitler took the opportunity to whip up public fear against Communists.’
‘One theory was the fire was started by the Nazis so as to be able to blame the Communists.’
‘It gave him the opportunity to persuade President Hindenburg to issue an emergency decree.’
‘The decree curbed personal freedoms and increased police powers.’
‘It gave the opportunity to arrest Communists and thus remove a threat to the Nazis.’
‘He was able to ban the Communist Party.’
‘He closed down Communist newspapers.’
e.g. ‘It gave an opportunity for Hitler to become stronger.’

PUBLISHED
11(c) ‘The use of mass rallies was the main reason the Nazis were able to increase support up to 1932.’ How far do you 10
agree with this statement? Explain your answer.
e.g. ‘The Nazi calendar was filled with special anniversaries which provided opportunities for celebration through marches,
parades, torch-lit processions, speeches and pageantry. The most spectacular was at Nuremberg in September. These rallies
emphasised power, control and order and brought colour to people’s lives.’
OR
‘The work on propaganda by Goebbels gained the Nazis support. He organised poster campaigns with simple slogans to
highlight Nazi ideas to solve Germany’s problems. He edited a network of Nazi newspapers and he gave speeches which
were almost equal to Hitler’s in their appeal to many Germans.’

PUBLISHED
e.g. Rallies
‘The most spectacular rallies were at Nuremburg. These were torch-lit processions, speeches and pageantry.’
‘Uniforms were worn.’
‘They were colourful and exciting.’
‘Hitler spoke at them.’
Other reasons
‘The Nazis had a series of newspapers across the country.’
‘Hitler was a great orator.’
‘The Nazis produced films to present their ideals and values.’
‘Goebbels organised a propaganda campaign.’
‘The Nazis had ideas for dealing with unemployment.’
‘The Nazis had answers for the problems of the Depression.’
‘The SA and SS gave the impression of order and discipline.’
‘Many supported the Nazis because they opposed the Communists.’
‘The Nazis organised soup kitchens.’
e.g. ‘Messages about Hitler were given.’

PUBLISHED
12(a) Describe the experiences gained from membership of the Hitler Youth. 4
e.g. ‘Boys were given basic military training and discipline.’

‘Examples such as drill, camp craft, map reading and cleaning a rifle.’
‘Members experienced fitness activities.’
‘Examples such as athletics, cross country running, camping, hiking and trekking.’
‘Political indoctrination was experienced.’
‘Examples such as loyalty to Hitler, the evils of Jewry, the injustices of the Treaty and the impact of Communism.’
‘Girls were prepared for motherhood.’
‘They were taught cooking, sewing and managing the household budget.’

PUBLISHED
12(b) Why was the education of young people in German schools changed by the Nazis? 6
e.g. ‘All pupils had to learn about the history of Germany and how weak government and the Jews were responsible for the
punishing Treaty of Versailles. This was to ensure that true Nazis were created. They would be encouraged to hate Jews and
look to a strong government – the Nazis.’
e.g. ‘All German schools were now run by the Nazi state.’
‘Teachers had to give a loyalty oath to Hitler.’
‘The curriculum was changed to ensure Nazi ideas and racial beliefs were reflected in the teaching.’
‘Religious education was removed from the curriculum.’
‘Greater emphasis was placed on sport and physical education.’
‘To produce loyal Nazis.’
‘To produce loyalty towards Hitler.’
‘To increase hostility towards Jews.’
‘To make pupils fitter.’
‘To prepare boys for the army.’
‘To prepare girls for motherhood.’
e.g. ‘To ensure support for the Nazis.’

PUBLISHED
12(c) How successful were Nazi policies for German industrial workers? Explain your answer. 10
Level 5 Explains with evaluation of ‘how successful’ 10
e.g. ‘The ‘Strength through Joy’ programme was to provide opportunities to improve leisure activities for low-paid workers. It
subsidised sea cruises, holidays, built health resorts and spas and ran coach tours. It also provided cheap sports facilities
such as sailing and skiing.’
OR
‘The idea to encourage people to save to buy their own Volkswagen was a con trick. By the time war broke out in September
1939, not a single customer had taken delivery of a car. The factory was converted to war production and none of the money
paid in advance was refunded.’

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e.g. Successes
‘Unemployed men were used to build roads, autobahns, houses, hospitals and schools.’
‘Conscription was re-introduced.’
‘The ‘Beauty of Labour’ organisation improved working conditions.’
‘The ‘Strength through Joy’ programme provided opportunities to improve leisure activities for low-paid workers.’
Limitations
‘Married women were encouraged to give up their jobs.’
‘Jobs were created by the idea of self-sufficiency.’
‘Labour Service Corps were used.’
‘Jews were driven out of their jobs.’
‘The ‘own a Volkswagen’ was a con trick.’
‘The cost of living increased.’
‘Trade unions were banned.’
e.g. ‘Not all were successful.’

PUBLISHED

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Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

® IGCSE is a registered trademark.

This document consists of 90 printed pages.

© UCLES 2017 [Turn over

Applying the Mark Scheme

© UCLES 2017 Page 2 of 27

Question Answer Marks

e.g. ‘To achieve international peace.’

Level 0 No evidence submitted or response does not address the question 0

© UCLES 2017 Page 3 of 27

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘The USA refused to join.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘Some countries were not wanted.’

Level 0 No evidence submitted or response does not address the question 0

© UCLES 2017 Page 4 of 27

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

Level 3 One-sided explanation OR one explanation of both sides 4–6

More detailed explanation of one issue to be given two marks.

© UCLES 2017 Page 5 of 27

5(c) Level 2 Identifies AND/OR describes 2–3

(One mark for each point.)

e.g. ‘The League was successful as there were no major conflicts.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘It was successful as countries were peaceful.’

Level 0 No evidence submitted or response does not address the question 0

© UCLES 2017 Page 6 of 27

e.g. ‘All German speaking peoples to be brought into the Reich.’

Level 0 No evidence submitted or response does not address the question 0

© UCLES 2017 Page 7 of 27

6(b) Why were Hitler’s foreign policy actions in 1935–36 successful? 6

Level 4 Explains TWO reasons 6

Level 3 Explains ONE reason 4–5

Level 2 Identifies AND/OR describes reasons 2–3

(One mark for each identification/description)

e.g. ‘Germany was no longer restricted by the League of Nations.’

Level 1 General answer lacking specific contextual knowledge 1

e.g. ‘He was not challenged by other countries.’

Level 0 No evidence submitted or response does not address the question 0

© UCLES 2017 Page 8 of 27

Level 5 Explains with evaluation of ‘how far’ 10

As Level 4 plus evaluation.

Level 4 Explanation of both sides 7–9

Level 3 One-sided explanation OR one explanation of both sides 4–6

More detailed explanation of one issue to be given two marks.

© UCLES 2017 Page 9 of 27

6(c) Level 2 Identifies AND/OR describes 2–3

(One mark for each point.)

Level 1 General answer lacking specific contextual knowledge 1

Level 0 No evidence submitted or response does not address the question 0

© UCLES 2017 Page 10 of 27

7(a) By 1956, what made Hungarians unhappy with Soviet control? 4

Level 0 No evidence submitted or response does not address the question 0