World War Ii and Candidates

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9697 History June 2005

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CONTENTS

FOREWORD ....................................................................................................................... 1 HISTORY............................................................................................................................. 2 GCE Advanced Level and GCE Advanced Subsidiary Level ...................................................................... 2 Paper 9697/01 Paper 1 – Modern European History, 1789 – 1939 .............................................................. 2 Paper 9697/03 Paper 3 – International History, 1945 – 1991 ....................................................................... 5 Paper 9697/05 Paper 5 – History of USA c. 1840 – 1968............................................................................. 9 Paper 9697/06 Paper 6 – Caribbean History, 1794 – 1900 ........................................................................ 12

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FOREWORD
This booklet contains reports written by Examiners on the work of candidates in certain papers. Its contents are primarily for the information of the subject teachers concerned.

1

9697 History June 2005

HISTORY
GCE Advanced Level and GCE Advanced Subsidiary Level
Paper 9697/01 Paper 1 – Modern European History, 1789 – 1939

General comments The general standard of the scripts was satisfactory and all of the Examiners read some excellent work that was relevant, clearly argued and well supported by appropriate knowledge. Most candidates answered four questions as required and used their time effectively. The standard of the answers to Question 1, the Source-based question, was better and Examiners welcomed the improvement. Fewer candidates only summarised the sources and more gained credit by comparing and contrasting them and by assessing their relative value. They considered how reliable and useful the passages were. This could be done in several ways, including testing the reliability of what a source said against one’s own knowledge, testing the reliability of what a source said against what other sources indicated, examining the language and argument in a source to indicate its bias, and analysing a source’s language and argument in relation to the author’s purpose or audience. Sometimes candidates dismissed sources because they were biased. However, all sources might be biased in one way or another and the task of historians is to see through the bias and extract useful judgements or knowledge. When answering the essay questions (Questions 2 – 8), weaker candidates were usually unable to provide enough knowledge to support their explanations so that their answers tended to be assertions. On the other hand, good answers were able to balance arguments or explanations with accurate knowledge. This knowledge does not have to be detailed but candidates must provide support for their claims. This was particularly apparent in Questions 3 and 5. In Question 3, there were some acceptable arguments about the general social effects of the Industrial Revolution but the answers could not be given high credit when the claims were not supported by examples. This was the reason why candidates were required to refer to developments in two of Britain, France and Germany. In Question 5, many candidates were able to record accurately a variety of reasons for European imperial expansion but the better answers emerged when they illustrated policies by the use of examples. Less satisfactory answers tended to be vague about specific developments. A discriminating factor between good and less creditable answers was that the former paid attention to key words or phrases in the questions whereas the more moderate responses sometimes comprised general accounts of topics. The essay questions are given below with the key words or phrases in bold. Teachers might decide that it would be a useful exercise to provide their candidates with exemplar essay...
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