gcse (9-1) history b (schools history project) j411/39

J411For first teaching in 2016

HISTORY B (SCHOOLS HISTORY PROJECT)

J411/39 Summer 2018 examination seriesVersion 1

QualificationAccredited

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GCSE (9-1)

Exemplar Candidate Work

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GCSE (9-1) History B (Schools History Project)

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ContentsQuestion 1(a) 4

Question 1(b) 4

Question 1(c) 4

Question 2 5

Question 3 8

Question 4 11

Question 5 17

Question 6 23

Question 7 26

Question 8 32

Question 9 37


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IntroductionThese exemplar answers have been chosen from the summer 2018 examination series.

OCR is open to a wide variety of approaches and all answers are considered on their merits. These exemplars, therefore, should not be seen as the only way to answer questions but do illustrate how the mark scheme has been applied.

Please always refer to the specification http://www.ocr.org.uk/qualifications/beta/gcse-history-b-schools-history-project-j411-from-2016/ for full details of the assessment for this qualification. These exemplar answers should also be read in conjunction with the sample assessment materials and the June 2018 Examiners’ report or Report to Centres available from Interchange https://interchange.ocr.org.uk/Home.mvc/Index

The question paper, mark scheme and any resource booklet(s) will be available on the OCR website from summer 2019. Until then, they are available on OCR Interchange (school exams officers will have a login for this and are able to set up teachers with specific logins – see the following link for further information http://www.ocr.org.uk/administration/support-and-tools/interchange/managing-user-accounts/).

It is important to note that approaches to question setting and marking will remain consistent. At the same time OCR reviews all its qualifications annually and may make small adjustments to improve the performance of its assessments. We will let you know of any substantive changes.

http://www.ocr.org.uk/qualifications/beta/gcse-history-b-schools-history-project-j411-from-2016/



https://interchange.ocr.org.uk/Home.mvc/Index

https://interchange.ocr.org.uk/Home.mvc/Index

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Question 1(a) (b) and (c)

Exemplar 1 (High) 3 marks

Examiner commentaryThe candidate responds to Questions 1a, b and c with one word or phrase responses which is all that is needed for this set of questions. All of the responses are accurate and therefore the candidate receives one mark for each of their responses.


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Question 2



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Examiner commentaryThe candidate accurately describes three valid examples of how American expansion was able to take place. All three examples are linked directly to expansion rather than migration and all are within the time frame of the question. The response is hinged around the second order concept of causation and the candidate gives valid description of how the Louisiana Purchase, Lewis and Clark expedition and the Indian Removal Act allowed America to expand seeing the candidate receive 9 marks for this question.

Exemplar 2 (Medium) 7 marks

Examiner commentaryThe candidate accurately outlines three valid examples of how American expansion was able to take place. The response is hinged around the second order concept of causation and the candidate gives valid outlines of how the Louisiana Purchase, Missouri Compromise and the Indian Removal Act allowed America to expand. The candidate stays at the lower end of Level 3, 7 marks due to their description of the Louisiana Purchase centring more on migration than expansion.


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Exemplar 3 (Low) 3 marks

Examiner commentaryThe candidate accurately describes the Louisiana Purchase, giving specifics such as the cost and how this led to more states being created in the south of America. The candidate does not give any other valid examples to describe how the expansion happened or give any other evidence hinged around another second order concept such as consequence therefore the candidate stays in Level 1, 3 marks.


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Question 3



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Examiner commentaryThe candidate gives an excellent response to the question explaining with solid examples why reconstruction did little to improve the lives of African Americans. The candidate gives specific evidence to support their response including the Freedman’s Bureau being shut down, the inability for African Americans to vote following literacy tests and the emergence of the Jim Crow Laws and the Ku Klux Klan. All of the examples the candidate gives are explained in reference to the question, they are not just identified or described but explained fully showing a solid grasp of the question’s requirements by highlighting how these examples limited the progression of African Americans during reconstruction.


Examiner commentaryThe candidate explains why reconstruction did little to improve the lives of African Americans with one solid example which is that African Americans were confined to low pay work. Unfortunately the candidate explains this point fully but doesn’t move on to add any additional specific examples to support their argument, they do make an additional identified point about racism resulting in them achieving 5 marks. To push their response further they would need other explained examples to show their knowledge of the topic of reconstruction and why its impact on African Americans was limited.


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Examiner commentaryThe candidate identifies why reconstruction did little to improve the lives of African Americans due to a belief that African Americans were inferior and as a result were not treated as equals. However, the candidate does not explain this point by using any specific examples e.g. the fact many African Americans were stopped from voting due to the introduction of literacy tests.


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Question 4



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Examiner commentaryThe candidate gives an excellent response to this question. They meet the demands extremely well ensuring that all of the examples they give to support their response are explained in reference to the question being asked. The candidate begins by addressing the factor in the question – gold. They give the examples of John Sutter’s mill and President Polk’s confirmation of gold in California and explain that this leads to people migrating to the West of America. The candidate then balances out their argument and they give two excellent alternatives factors for why people migrated to the West of America: Banks collapsing in the east and propaganda making the west look very attractive to encourage migration. Again, these examples are explained in reference to the question and showcase excellent knowledge of push and pull factors to the west. The candidate then gives a conclusion, this is balanced but could be more convincing by making their overall view clearer. The candidate receives 17 marks for an excellent response which is balanced and showcases impressive contextual knowledge applicable to the question’s demands.


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Examiner commentaryThe candidate deals with the requirements of the question well. They give a strong response for factors other than gold explaining how the downturn in the economy in the east of America led to many migrating to the west. The candidate then explains how propaganda from the government persuaded many people to move to the West of America. The candidate unfortunately explains evidence which isn’t applicable to the date requirements of the question – the Homestead Act – and so are unable to gain any additional credit for this evidence. They do however get additional credit for their explanation of how gold did attract people to migrate west. This could have been stronger if specific examples had been used to strengthen the response e.g. Polk’s confirmation of gold being found.


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Examiner commentaryThe candidate attempts to give a balanced argument to the question. They explain why gold was a reason for migration west by saying that wealth attracted people however this explanation could be strengthened with specific contextual knowledge about what attracted people e.g. business opportunities such as Levi. The candidate also explains that manifest destiny also caused migration west. The candidate has given a balanced argument but with limited supporting evidence and therefore they receive 8 marks.


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Question 5



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Examiner commentaryThe candidate handles the demands of this question extremely well. They give a balanced argument providing evidence for why the destruction of the buffalo was the most significant change by explaining why the uses of the buffalo made them integral to the Natives and therefore their destruction was catastrophic. Additionally, the candidate explains how the destruction of the buffalo led to a limited food supply which was also a huge change for the Natives. Both of these points are valid and were well explained in reference to the question. The candidate also explains the fact that American culture was imposed on the Natives which was a huge change to the Natives, alongside the argument that the imposition of Christianity was also a change and led to a desire to bring back Native culture hence the creation of the Ghost Dance by the Native tribes. The candidate then gives a balanced conclusion but one which gives their overall view on the question very clearly. This is an excellent response, achieving 18 marks.



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Examiner commentaryThe candidate attempts to give a balanced argument for the question. They explain how the uses of the buffalo meant that its destruction was a devastating change for the Natives along with explaining how their nomadic lifestyle was also ended. Both of these examples are valid and they were explained in reference to the question by explaining the impact they had on the Natives. The candidate also explains the impact of American culture being imposed on the Natives with reference to the education of Native children. The candidate does also identify that reservations were also a big change for the Natives however this is not explained fully and so the candidate does not receive extra credit for this point. They do not have sufficient evidence in their response to be considered for judgement marks and so the candidate receives 11 marks.



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Examiner commentaryThe candidate attempts to address the factor in the question. They explain the fact that the Natives relied heavily on the buffalo for a food source and as a result of their destruction the Natives faced starvation which was a significant change. However the candidate does not give any additional evidence or examples for why the destruction was a significant change, they also do not consider any other changes which were significant for the Natives.


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Question 6



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Examiner commentaryThe candidate achieves full marks on this response by showing excellent understanding of the source’s purpose which was for Hitler to gain the majority hence his need to appeal to the German people and the reason why he tried to appeal to so many different groups within Germany.



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Examiner commentaryThe candidate makes excellent inferences throughout their response and they explain that Hitler’s speech shows a determination to restore people’s faith in Germany again. There is a lot of accurate contextual knowledge about the time period the source was created in however nothing is explained about the source’s purpose limiting the response to 5 marks.


Examiner commentaryThe candidate makes one inference – that Hitler wants to improve Germany. The candidate then describe what is said in the speech. The candidate does not make any additional inferences and also does not comment on or explain the purpose of the source and therefore they are limited to 4 marks.


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Question 7



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Examiner commentaryThe candidate gives an excellent response to this question. All of B, C and D are explained fully in reference to the focus of the question which was Total War. The candidate explains why B is useful by using the information in the source to show us how German people felt about Total War. They also explain the purpose of the source which was to gain more support for the government’s policy of Total War. Source C is also explained in terms of its utility for the study of Total War, the candidate shows knowledge of the fact cities in Germany were bombed throughout Total War. Interpretation D is also explained in terms of its utility for the study of Total War and the purpose also explained – to inform people about the hidden truths of Total War. A judgement is also given on the overall utility of B, C and D to see the candidate achieve 15 marks.


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Examiner commentaryThe candidate attempts to explain why all three of B, C and D are useful to an historian studying Total War. The candidate deals well with B explaining how the source was made to manipulate the German people and push them into Total War, showing they have understood the purpose alongside why the source is useful for the study of Total War. Source C is also explained and the candidate shows their knowledge of the Berlin air-raids during Total War to enhance their response. They again explain why this is useful to a study of Total War. The candidate attempts to explain D however they describe the source more than explaining its utility and purpose or use of the content of the interpretation is not used to support their points. The candidate has therefore explained the utility of two of the sources well and receives 9 marks.



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Examiner commentaryThe candidate explains why B is useful to an historian studying Total War. The candidate manages to explain the purpose of B which is to encourage the German people to enter Total War to claim victory. The candidate only deals with B and therefore is limited to 6 marks as they have not explained how C and D are also useful for the study of Total War.


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Examiner commentaryThis candidate deals very well with the requirements for this question. They provide a balanced argument which has sufficient specific evidence to support their response throughout. The candidate deals with the fact that terror helped to control people in Germany and provides the examples of the Night of the Long Knives which scared people into submission and the Gestapo to support their argument. The candidate then explains how propaganda also helped to control people in Germany and they explain speeches as an example for this. The candidate then explains how propaganda with the motherhood cross also influenced women to have large families again explaining their evidence in relation to the question – control. The candidate then gives a conclusion, this is not balanced and would benefit from considering the alternative side of their argument. The candidate receives 17 marks for an excellent response which is balanced and showcases impressive contextual knowledge applicable to the question’s demands.


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Examiner commentaryThis candidate attempts a balanced response to the question. They identify the Gestapo as a terror method however they explain the role terror had in controlling the people of Germany through giving terror campaigns against the Jews as an example for why people didn’t rebel against the Nazi regime proving that people were under the control of the regime. Additionally, the candidate then explains how propaganda was also important in controlling people giving speeches as an example as it persuaded people to maintain their support for the party. The candidate doesn’t give any other applicable support for their arguments and therefore does not receive additional credit for their conclusion.


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Examiner commentaryThis candidate attempts a balanced response to the question. They explain how the role of the Gestapo scared people from rebelling against the party and therefore controlled people. The candidate then addresses propaganda but simply dismisses it by saying the Gestapo was more influential in controlling the people of Germany, therefore the candidate achieves 5 marks.


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Examiner commentaryThis candidate deals very well with the requirements for this question. The candidate doesn’t balance their response equally however they do have an element of balance to their response. They argue that the lives of German people did improve by giving excellent specific supporting evidence such as the Strength through Joy scheme, Marriage loan and Motherhood Cross and the Hitler Youth. All of these are explained well in reference to the question and showcase why German people’s lives did improve. The candidate then explains how this wasn’t the case for minority groups in Germany for example the Jewish community with the introduction of the Nuremburg Laws - this is also explained in reference to the question. The candidate attempts a conclusion however this is brief, the candidate would have achieved a higher mark had their conclusion been balanced and considered.


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Examiner commentaryThe candidate attempts a balanced argument and have specific supporting evidence throughout their response. They argue that lives got worse due to the war focus of the Nazis and support their argument with examples of rearmament and education and explain that this made lives worse as it limited people’s choices. The candidate then argues that some lives improved and again gives specific evidence to support this with Strength through Joy and the Beauty of Labour programme. Due to the specifics throughout the candidate reaches the top of Level 3, 9 marks. They do not make any additional arguments and so remain at this level.


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Examiner commentaryThe candidate attempts to respond to the question about how life got worse however much of the evidence they used was not applicable to the question. The candidate writes of the extermination of the Jews which is outside of the time period in the question and they also speak about putting Jewish people into Ghettos which was a policy in occupied nations rather than Germany. The candidate does get credit for one explained point about spies and phone calls being listened to – this would have been enhanced had the candidate been able to identify the Gestapo as the group who carried out these methods of control. The candidate only explains one argument with support and therefore receives 5 marks.

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