Paper 4 History Past Paper Pack

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This document consists of 9 printed pages and 3 blank pages. DC (RCL (SW)) 31743/3 © UCLES 2011 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education *4994067062* HISTORY 0470/41 Paper 4 Alternative to Coursework October/November 2011 1 hour Additional Materials: Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer the questions on one of the Depth Studies. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. www.XtremePapers.com

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PAST PAPER IGCSE

Transcript of Paper 4 History Past Paper Pack

This document consists of 9 printed pages and 3 blank pages.

DC (RCL (SW)) 31743/3© UCLES 2011 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education

*4994067062*

HISTORY 0470/41Paper 4 Alternative to Coursework October/November 2011 1 hourAdditional Materials: Answer Booklet/Paper

READ THESE INSTRUCTIONS FIRST

If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer the questions on one of the Depth Studies.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

www.XtremePapers.com

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0470/41/O/N/11© UCLES 2011

DEPTH STUDY A: GERMANY, 1918–1945

1 Study the sources, and then answer the questions which follow.

Source A

March 1932 April 1932VOTES % VOTES %

Hindenburg (President) 18 651 497 49.6 19 359 983 53.0 Hitler (National Socialist) 11 339 446 30.2 13 418 547 36.8Thaelmann (Communist) 4 983 341 13.2 3 706 759 10.2Düsterberg (Nationalist) 2 557 729 7.0 Had Withdrawn

Presidential election results, 1932.

Source B

The election at the end of July 1932 made the Nazis the largest party in the Reichstag. On 13 August Hindenburg listened patiently to Hitler again demanding to be made Chancellor with full authority. The President replied that because of the tense situation he could not risk transferring power to a new party such as the National Socialists; it did not have a majority in the Reichstag and was intolerant, noisy and undisciplined. He said that recent clashes between Nazis and police, acts of violence against those of a different opinion and Jews had strengthened this view. After extended discussion Hindenburg proposed that Hitler should co-operate with other parties, in particular the Nationalist and Centre, to show what he could achieve in a coalition. The President said this could end the widespread fear that a National Socialist government would misuse its power and eliminate all those with other views. Hitler totally refused to negotiate with other parties.

From the evidence given by the chief civil servant of President Hindenburg at the Nuremberg trials in 1947.

(a) (i) Study Source A.

What does this source tell you about politics in 1932? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Nazis were powerful by 1932? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the importance of the Presidency? Explain your answer. [7]

(b) (i) Who was Heinrich Brüning? [2]

(ii) Describe how Hitler became Chancellor in January 1933. [4]

(iii) Why did the Nazis win the largest share of the vote in the March 1933 election? [6]

(iv) How far do you agree that violence was the most important factor in consolidating Hitler’s power between 1933 and the end of 1934? Explain your answer. [8]

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DEPTH STUDY B: RUSSIA, 1905–1941

2 Study the sources, and then answer the questions which follow.

Source A

I was in love with that man, and love him still. The day he died I wept like a baby. I loved him for his mind, his logic, his manliness and especially his courage. He was the one person great enough to keep the Soviet Union together and make us a great nation after Lenin died. It was for him that we worked and sacrificed and died. He was a genius of his time.

In 1967, a former manager of a collective farm remembers Stalin.

Source B

A tribute for Stalin was called for. Of course, everyone stood up for three minutes, four minutes, the stormy applause, rising to an ovation, continued. Who would be the first to stop? After all, NKVD men were standing in the hall waiting to see who would quit first! After 11 minutes the director [of the factory] sat down. To a man, everyone else stopped dead and sat down. They had been saved. That, however, was how they discovered who the independent people were. And that was how they eliminated them. The same night the factory director was arrested.

An extract from Alexander Solzhenitsyn’s book ‘The Gulag Archipelago’, published in 1973. Solzhenitsyn lost his Soviet citizenship as a result of this book.

(a) (i) Study Source A.

What does this source tell you about Stalin? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Stalin was popular? Explain your answer. [7]

(iii) Study both sources. Is one of these sources more useful than the other as evidence about Stalin? Explain

your answer. [7]

(b) (i) Who was Sergei Kirov? [2]

(ii) Describe the main features of Stalin’s Cult of Personality. [4]

(iii) Why did Stalin undertake the purges of the 1930s? [6]

(iv) ‘Stalin’s rule brought little benefit to the people of the USSR.’ How far do you agree with this statement? Explain your answer. [8]

School
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DEPTH STUDY C: THE USA, 1919–1941

3 Study the sources, and then answer the questions which follow.

Source A

By the end of 1925 I had nineteen agents and administrators for enforcing Prohibition in the entire state. I chose to concentrate on raiding large stills and big shipments of drinks rather than close down small-time speakeasies. One night in January 1927 I sent three of my best men to check out a report of a beer warehouse in the state capital. No sooner had they arrived than an angry mob surrounded them and threatened to beat them up. One of the agents fired a shot into the air to disperse the crowd. This alerted a nearby patrol cop whose reaction was immediate: he arrested the federal agents for carrying guns without licences! The city police chief, whose best friend is the local ‘beer baron’, supported the cop’s action.

From the report of the Chief Federal Agent in the state of New Jersey, who resigned in May 1927.

Source B

The Volstead Act of 1919 introducing Prohibition was adopted as the Eighteenth Amendment nationally and by each state, particularly the rural ones, more quickly than any other change in the Constitution ever proposed. Alcohol consumption dropped by 30 per cent after 1919 and the United States Brewers’ Association admitted that the consumption of hard liquor had halved. Deaths from cirrhosis of the liver, mainly caused by alcohol, had fallen from 29 to 10 per 100 000 between 1911 and 1929 and alcohol-related crime dropped markedly. The price for illegal alcohol rose higher than the average worker could afford and businesses became more efficient as a result. The nation’s beer brewing industry was devastated – for example, St. Louis had twenty-two breweries before Prohibition. When it ended in 1933, only nine re-opened.

From the history website of a major American brewery, 2008.

(a) (i) Study Source A.

What does this source tell you about enforcing Prohibition? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Prohibition was beneficial? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about Prohibition? Explain your answer. [7]

(b) (i) What were moonshiners? [2]

(ii) Describe the activities of bootleggers. [4]

(iii) Why was Prohibition quickly accepted in rural states? [6]

(iv) How far do you agree that Prohibition was the least important type of intolerance in the 1920s? Explain your answer. [8]

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DEPTH STUDY D: CHINA, 1945–c.1990

4 Study the sources, and then answer the questions which follow.

Source A

The KMT had been a disappointment to many who had originally supported it. Those who did still support it went to Taiwan or elsewhere, but many of the middle class stayed in China in a mood of ‘wait and see’. Others returned from abroad in the same spirit; at last there seemed to be an opportunity to use their education and talents in the service of their country.

A British historian writing in 1978 about the early days of Communist rule in China.

Source B

Private businessmen were told that they must keep their factories and shops open. Industry and commerce were not nationalised for some years, and the collectivisation of agriculture was not carried out till the mid-1950s. Some sectors were subjected to instant, drastic change. One was the law where courts were replaced by Party committees. Another was the media, on which tight censorship was imposed at once.

A Chinese author, who now lives in Britain, describes in 2005 the early days of Communist rule in China.

(a) (i) Study Source A.

What does this source tell you about the Chinese people in 1949? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that life in China changed little after the Communists took power? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about China in the early days of Communist rule? Explain your answer. [7]

(b) (i) What were barefoot doctors? [2]

(ii) Describe the main features of a collective farm. [4]

(iii) Why were the peasants such strong supporters of the Communists by 1949? [6]

(iv) How far was China changed by the reforms undertaken by the Chinese Communists in the period 1949–1958? Explain your answer. [8]

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DEPTH STUDY E: SOUTHERN AFRICA IN THE TWENTIETH CENTURY

5 Study the sources, and then answer the questions which follow.

Source A

The ANC leader Nelson Mandela has written that ‘in 1989 and 1990 I was tremendously impressed by Mr de Klerk, a man of integrity who met me on a basis of equality and discussed issues objectively.’ After Mandela’s release from prison, the intense bargaining between them began. Mandela was startled to discover that de Klerk was not a meek man accepting the inevitability of majority rule but a tough, grudging opponent. Mandela complained that the National Party ‘keeps looking for ways to exercise power even if it loses a democratic election’. In private they grew increasingly angry with each other but tamed their tempers in public.

From an American current affairs magazine, 1994.

Source B

De Klerk’s National Party argued that Umkhonto we Sizwe (MK) was a ‘private army’ that should be disbanded and its arms handed over to the security forces. The ANC refused, insisting that it would only be disbanded once an interim government had been set up. Mandela threatened mass action and African trade unions threatened a general strike if it was not set up by June 1992. At the end of March 1992 the National Party returned triumphant from its referendum and in an aggressive mood, and the dispute over MK continued. Although the government did not seem to see MK as a security threat, it did relate its existence to the continuing violence. A new demand was made for the ANC to take some responsibility for ending the violence.

From a South African history for students, 2008.

(a) (i) Study Source A.

What does this source tell you about the negotiations for a new South African constitution? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the National Party was responsible for delaying the peaceful transfer of power? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the role of the ANC in ending minority rule? Explain your answer. [7]

(b) (i) Give two of the apartheid laws repealed by 1991. [2]

(ii) Describe the main features of the new South African constitution agreed in November 1993. [4]

(iii) Why was Chief Buthelezi important between 1990 and 1994? [6]

(iv) How far do you agree that by 1994 majority rule had been achieved peacefully? Explain your answer. [8]

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DEPTH STUDY F: ISRAELIS AND PALESTINIANS, 1945–c.1994

6 Study the sources, and then answer the questions which follow.

Source A

This was the kind of battle the British simply could not win because even if they intercepted the ships carrying Jewish migrants, there were film crews and reporters on the ships that then transmitted an image of Britain as preventing survivors of the refugee camps from reaching the safety of Palestine. The main purpose of the Zionist strategy was to force Britain to give up its mandate over Palestine.

An Arab historian recalls events of 1947 in a television interview in 1977.

Source B

The population in Israel has increased four-fold since 1948. This has been due partly to natural population increase and partly to immigration policies. There was a huge influx of immigrants from Europe between 1948 and 1950. Many Jewish immigrants also came to Israel from other Arab countries. However, the initial high rate of immigration was not sustained and there was a considerable decrease in the number of newcomers after 1955. In 1969 Israel’s Jewish population numbered over 2 500 000. The percentage of Jews in the population of Israel was around 90 per cent.

From a British history textbook, written in 1977.

(a) (i) Study Source A.

What does this source tell you about Zionist strategy in 1947? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the population increase in Israel was caused by immigration? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about Jewish migration to Israel? Explain your answer. [7]

(b) (i) Who was David Ben-Gurion? [2]

(ii) Describe the activities of Irgun and the Stern Gang. [4]

(iii) Why did the United Nations Organisation plan for the partition of Palestine cause disagreement in 1947? [6]

(iv) ‘The influence of the USA was the most important factor in the establishment of the State of Israel.’ How far do you agree with this statement? Explain your answer. [8]

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DEPTH STUDY G: THE CREATION OF MODERN INDUSTRIAL SOCIETY

7 Study the sources, and then answer the questions which follow.

Source A

On Combination Laws:

It is the opinion of this Committee that masters and workmen should be freed from restrictions, as regards the rate of wages and hours of working, and be left at perfect liberty to make such agreements as they mutually think proper. Therefore, the Combination Laws that interfere in these particulars between master and workmen should be repealed.

From the Report of the Select Committee on Artisans and Machinery, 1824.

Source B

I declare that I am not now, nor will I become during the time of my employment with you, a member of, or supporter of, any society which directly or indirectly, interferes with the hours and terms of labour of this or any other establishment.

Extract from ‘The Document’ which was used in various versions by employers for employees during the 1830s.

Source C

We believe that the general evils and dangers of combination cannot easily be exaggerated. If a few agitators can enforce a strike we shall not retain the industry, the skill, or the capital on which our manufacturing superiority depends.

An economist making a presentation to a Parliamentary Select Committee in 1841.

(a) (i) Study Source A.

What does this source tell you about the status of British workmen in the 1820s? Support your answer with reference to the source. [6]

(ii) Study Sources B and C.

How far do these sources show that employers were confident of keeping control over their workers? Explain your answer. [7]

(iii) Study all the sources.

Is one of these sources more useful than the others as evidence about employers and workers? Explain your answer. [7]

(b) (i) What was the purpose of the Combination Laws of 1799/1800? [2]

(ii) What was the GNCTU? [4]

(iii) Why were the Tolpuddle Martyrs put on trial in the early nineteenth century? [6]

(iv) ‘By 1850, employers had gained total control over their workers.’ How far do you agree with this statement? Explain your answer. [8]

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DEPTH STUDY H: THE IMPACT OF WESTERN IMPERIALISM IN THE NINETEENTH CENTURY

8 Study the sources, and then answer the questions which follow.

Source A

The day of reckoning for most Christians was 11 June 1900. On the eve of that day leaflets were posted in the street calling for massacres of Christians and threatening anyone who would dare shelter them with certain death. In the middle of the night, gangs of Boxers with flaming torches spread over Beijing, attacking Christian houses, seizing Christians who were then ripped open, beheaded or burned alive.

The account of the chief of the Russian church mission in Beijing, written at the time of the Boxer Rebellion.

Source B

The people of Shansi are naturally timid and gentle, being the most peaceable in China. So our Shansi Christians were hopeful for themselves, even when reports from the coast grew more alarming. But there was one thing that caused us deep worry and that was the fact that the wicked, cruel Yu Hsien, the hater of foreigners, was the newly appointed Governor of Shansi. He had previously promoted the Boxer movement in Shantung, and had persuaded the Empress Dowager that the Boxers had supernatural powers and were true patriots.

From an account by a Chinese Christian at the time.

(a) (i) Study Source A.

What does this source tell you about the Boxers? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Chinese people supported the Boxer Rebellion? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Boxer Rebellion? Explain your answer. [7]

(b) (i) Name two European countries, other than Russia, that had missionary and commercial interests in China in 1900. [2]

(ii) Describe how China was ruled at the end of the nineteenth century. [4]

(iii) Why did the Boxer Rebellion fail? [6]

(iv) How far had China become westernised by the end of the nineteenth century? Explain your answer. [8]

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Copyright Acknowledgements:

Depth Study B Source A © Philip Ingram; Russia and the USSR 1905 – 1991; Cambridge University Press; 1997.Depth Study B Source B © Ben Walsh; Modern World History; John Murray Ltd; 1991.Depth Study D Source A © Harriet Ward; World Powers in the Twentieth Century; Heinemann Educational Books Ltd; 1978.Depth Study D Source B © Jung Chang & Jon Halliday; Mao, the Unknown Story; Jonathan Cape; 2005.Depth Study F Source A © S J Perkins; Arab-Israeli Conflict; Macmillan Education Ltd; 1987.Depth Study F Source B © Schools Council History 13-16 Project; Arab-Israeli Conflict ; Holmes-McDougall; 1977.Depth Study G Source A © P Wall and K Dawson; Trade Unions; Oxford University Press; 1968.Depth Study G Source B © H Pelling; History of British & Trade Unionism; Penguin; 1963.Depth Study G Source C © Lloyd Evans; British Trade Unionism 1850-1914; Edward Arnold; 1970.Depth Study H Source A © Harry G Gelber; The Dragon & the Foreign Devils; Bloomsbury Publishing plc; 2007.Depth Study H Source B © fordham.edu/halsall/??????/1900 fei-boxers.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

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This document consists of 9 printed pages and 3 blank pages.

DC (RCL (SW)) 31731/4© UCLES 2011 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education

*6390396215*

HISTORY 0470/42Paper 4 Alternative to Coursework October/November 2011 1 hourAdditional Materials: Answer Booklet/Paper

READ THESE INSTRUCTIONS FIRST

If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer the questions on one of the Depth Studies.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

www.XtremePapers.com

2

0470/42/O/N/11© UCLES 2011

DEPTH STUDY A: GERMANY, 1918–1945

1 Study the sources, and then answer the questions which follow.

Source A

Toleration means weakness. Our decent fellow countrymen will never be affected by these regulations.

The following will be hanged: any offender, in any part of the camp, who discusses politics, carries on talks and meetings, loiters around with others; anyone who collects true or false information about the camp to supply the opposition with propaganda and atrocity stories. Anyone in the camp, at work or on the march, who attacks a guard or SS man, refuses to obey, shouts, agitates or encourages others to do the same, will be shot on the spot as a mutineer or hanged.

From the Regulations for Dachau Concentration Camp, opened in March 1933 by the Commander of the SS in Germany and Chief of Police in Bavaria, Himmler.

The Regulations were extended to all concentration camps in August 1934.

Source B

As SS men we must, above all, be honest, decent, loyal and comradely to members of our own blood. What happens to the Russians or Czechs is a matter of utter indifference to me. Whether the other peoples live in comfort or perish of hunger interests me only in so far as we need them as slaves. Whether or not 10 000 Russian women collapse from exhaustion while digging a ditch for tanks interests me only in so far as the ditch is completed for Germany. We shall never be rough or heartless where it is not necessary; that is clear. We Germans, who are the only people in the world who have a decent attitude to animals, will also adopt a decent attitude to these human animals, but it is a crime against our blood to worry about them.

From a speech to SS group leaders in Poland by Himmler, Interior Minister of Germany and Head of the SS, the Gestapo and the Police, 1943.

(a) (i) Study Source A.

What does this source tell you about concentration camps in the 1930s? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that members of the SS were cruel? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Nazis? Explain your answer. [7]

(b) (i) Apart from Dachau, name two of the concentration camps set up in Germany by 1939. [2]

(ii) Describe how Jews were presented in Nazi propaganda. [4]

(iii) Why did the Nazis adopt the Final Solution? [6]

(iv) ‘Fear of the Nazis kept them in power between 1933 and 1945.’ How far do you agree with this statement? Explain your answer. [8]

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DEPTH STUDY B: RUSSIA, 1905–1941

2 Study the sources, and then answer the questions which follow.

Source A

The movement which has started has flared up without the political parties preparing for it and without a preliminary discussion or plan of action. Now everything depends upon the behaviour of the military units. If they do not join the working class, the movement will quickly subside, but if the troops turn against the government, then nothing can save the country from revolutionary upheaval.

From a report by an Okhrana agent, 11 March 1917. (The Okhrana were the Tsar’s political police.)

Source B

Tuesday 6 March. I was sitting in my office. Behind a partition two typists were gossiping about food difficulties, and arguments in shopping queues. ‘Do you know’, suddenly declared one of these young ladies, ‘if you ask me, it’s the beginning of the revolution.’

Friday 9 March. The movement sweeps over St. Petersburg like a great flood. Meetings were held in the main streets and dispersed by Cossacks and mounted police – but without any real energy. A few of the biggest factories had been occupied, others are besieged by troops. Here and there attackers had met with resistance – some pistol shots from young workers.

Extracts from the 1917 diary of a Menshevik, published in 1955.

(a) (i) Study Source A.

What can you tell from this source about the revolutionaries in March 1917? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the authorities still had control by 9 March? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the March Revolution of 1917? Explain your answer. [7]

(b) (i) Give two features of a soviet. [2]

(ii) Describe the role of Rasputin at the Tsar’s court in the period 1907–1916. [4]

(iii) Why was the March 1917 Revolution successful? [6]

(iv) ‘The Bolsheviks caused the November 1917 Revolution.’ How far do you agree with this statement? Explain your answer. [8]

School
School
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DEPTH STUDY C: THE USA, 1919–1941

3 Study the sources, and then answer the questions which follow.

Source A

Putting poverty-stricken people to work at familiar tasks will not undermine them or kill their hopes and ambitions. We do not put a bricklayer to digging ditches when there are schools and hospitals to be built. Every time a man is taken from the demoralizing ranks of the jobless, every time a woman is removed from the humiliation of the breadline, and given work to do, a home somewhere becomes more secure. What profit is there if a nation keeps its budget balanced but loses its own life blood – the courage and integrity of its people? Obviously, that courage and integrity cannot be aided on a permanent diet of public dole.

From a speech by an official of the Works Progress Administration at a Democratic Conference in 1939.

Source B

Increasing the number of government jobs did nothing then and does nothing now to revive the business sector that pays the bills. The New Deal was financed by tripling federal taxes from $1.6 billion in 1933 to $5.3 billion in 1940. Taxes on goods, personal income, inheritance, corporate income and so-called ‘excess profits’ all went up. Higher business taxes meant that employers had less money for growth and jobs. Employers were discouraged from hiring people by the new Social Security taxes. The National Industrial Recovery Act (1933) cut back production and forced wages up, making it more expensive for employers to hire people. A list of parks, schools, dams, sewers and other things built by relief agencies might seem impressive, but that only shows what the priorities of the New Dealers were. It does not involve things that the people were willing and able to pay for, and New Deal government jobs were not permanent.

From an American economic historian, 2009.

(a) (i) Study Source A.

What does this source tell you about the aims of the Works Progress Administration? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the New Deal was a failure? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the New Deal? Explain your answer. [7]

(b) (i) What did the Blue Eagle symbol stand for? [2]

(ii) What were the effects of the Wagner Labour Relations Act of 1935? [4]

(iii) Why did many people move to California in the 1930s? [6]

(iv) ‘By 1939 the New Deal had made America a better place to live in.’ How far do you agree with this statement? Explain your answer. [8]

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DEPTH STUDY D: CHINA, 1945–c.1990

4 Study the sources, and then answer the questions which follow.

Source A

The sole target of the land reform is, and must be, the system of exploitation by the landlord class and by old-type rich peasants. There should be no interference with Chinese businessmen or with the industrial and commercial enterprises run by the landlords and rich peasants. Except for the most hateful counter-revolutionaries and local tyrants who have incurred the bitter hatred of the masses, who have been proved guilty and who deserve punishment, a policy of leniency must be applied to all, and any beating or killing without discrimination must be forbidden.

Mao speaking to the Communist Party cadres, April 1948.

Source B

The government found its armies scattered along thousands of miles of railroads. In order to hold the railroads, it was necessary to hold the large cities through which they passed. The Guomindang troops ceased to be field armies capable of offensive combat, and were useful only as garrison and lines of communication troops, with the inevitable loss of offensive spirit.

A United States general and adviser to Jiang Jieshi (Chiang Kai-shek), 1947–48, writing in 1949.

(a) (i) Study Source A.

What does this source tell you about Mao’s attitude to his opponents? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Nationalist army was ineffective? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Chinese Civil War? Explain your answer. [7]

(b) (i) What was the importance of the island of Taiwan (Formosa) at the end of the Chinese Civil War? [2]

(ii) What help did the United States give to the Guomindang during the Chinese Civil War? [4]

(iii) Why did the Communists win the Chinese Civil War? [6]

(iv) How far did the Second World War strengthen the Communists? Explain your answer. [8]

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DEPTH STUDY E: SOUTHERN AFRICA IN THE TWENTIETH CENTURY

5 Study the sources, and then answer the questions which follow.

Source A

What does the world want sanctions to cause? Do they understand that they are demanding group suicide of Afrikaners? Doesn’t it matter how the black majority reaches power in South Africa? Is there a black majority or are there just black tribes as there are white ones? Does the world want to see a relatively bloodless move to democracy?

A white South African, writing in 1987.

Source B

By 1979 businesses were allowed to employ blacks in certain skilled jobs and African trade unions were made legal. The Pass Laws were relaxed and more money was put into black education. The large number of black demonstrations and civil disobedience from 1984 led the government to use increasingly brutal police and military actions, many of them shown on news programmes around the world. This heightened international demands for strong economic sanctions against South Africa. Mandela had always been willing to talk; violence was his last resort when the other side would not listen. In 1986 he wrote to the government proposing discussions on the nation’s future. This received a secret but surprisingly willing response from President P.W. Botha. In July 1989 Mandela was slipped out of prison for a meeting with Botha to discuss the situation.

From an American historian, 2005.

(a) (i) Study Source A.

What can you tell from this source about the pressures on South Africa in the 1980s? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the government was weakening in the 1980s? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about changes during the 1980s? Explain your answer. [7]

(b) (i) Give two of the main power-sharing terms of the new Constitution of 1984. [2]

(ii) Describe the role of Chief Buthelezi and Inkhata in the 1980s. [4]

(iii) Why was a state of emergency declared by the government in 1985? [6]

(iv) How far do you agree that violence in the 1980s was the major reason for the ending of apartheid? Explain your answer. [8]

7

0470/42/O/N/11© UCLES 2011 [Turn over

DEPTH STUDY F: ISRAELIS AND PALESTINIANS, 1945–c.1994

6 Study the sources, and then answer the questions which follow.

Source A

At a Fatah meeting in Damascus after the Six Day War, twenty Palestinians, representing their compatriots all over the world, discussed what the next step should be. The more cautious of them thought that to continue the fight would be madness. The argument was put forward that the insistence on launching an armed struggle back in 1964 had caused the problems that the Arabs now faced. Yasser Arafat was convinced that the struggle must go on, and it was his opinion that prevailed.

From a book jointly written by an American rabbi professor and a Palestinian academic, published in 2001.

Source B

In a refugee camp near Amman, Jordan, the mother of a freedom fighter who died in action on occupied Palestinian soil said, ‘I am proud that he did not die in this camp. The foreign press comes here and takes our pictures standing in queues to obtain food. They publish these photographs giving the impression that we are “a nation of beggars”. This is no life. I am proud of having sent my second son to replace the first; and I am already preparing my eight-year-old boy for the day when he can fight for liberation too.’

From a pamphlet published by the Palestine Liberation movement in Britain in 1969.

(a) (i) Study Source A.

What can you tell from this source about Fatah after the Six Day War? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Palestinians were in despair? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Palestinians? Explain your answer. [7]

(b) (i) Name two states, other than Jordan, from which the PLO has been expelled. [2]

(ii) Outline the aims of Fatah. [4]

(iii) Why did King Hussein of Jordan expel the Palestinians in 1970? [6]

(iv) How far have the Arab states supported the Palestinian cause? Explain your answer. [8]

8

0470/42/O/N/11© UCLES 2011

DEPTH STUDY G: THE CREATION OF MODERN INDUSTRIAL SOCIETY

7 Study the sources, and then answer the questions which follow.

Source A

Almost daily we hear of the breaking of machines and the burning of stacks of corn, barns etc. Some of you are led to join in these things by persons who are unknown to you. These persons pretend to be your friends and they urge you on and would have you believe these actions are a means of obtaining an increase of wages.

Extract from a poster published in Kent in the 1830s and addressed to the ‘Labourers of Kent’.

Source B

I would call upon every working man in England, and especially the agricultural labourers, who appear to be the lowest, degraded and least aware, to shake off the indifference to their own interests which leaves them in the situation of slaves. Let every working man come forward from east to west, from north to south and unite firmly but peaceably together.

George Loveless, one of the Tolpuddle Martyrs, writing in 1837.

(a) (i) Study Source A.

What can you tell from this source about workers in Kent at this time? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the workers were not aware of their own interests? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the problems facing working men? Explain your answer. [7]

(b) (i) Who were the Luddites? [2]

(ii) Describe the work of Robert Owen in helping workers. [4]

(iii) Why were the Combination Laws amended in 1825? [6]

(iv) How far was the Chartist movement a failure? Explain your answer. [8]

9

0470/42/O/N/11© UCLES 2011

DEPTH STUDY H: THE IMPACT OF WESTERN IMPERIALISM IN THE NINETEENTH CENTURY

8 Study the sources, and then answer the questions which follow.

Source A

How can there be what the impertinent barbarian superintendent calls ‘the bonds of peace and goodwill’ between the occupant of the Dragon Seat (the Emperor) and your merchants to whom he distributes his favours?

Extract from a reply received by the British superintendent in China in 1837to a letter sent to the Emperor.

Source B

The cause of the war is the arrogant and unsupportable pretensions of China that she will hold commercial intercourse with the rest of mankind, not upon terms of equality, but upon the insulting and degrading forms of the relation between lord and servant.

From a lecture given in 1841 by John Adams, former President of the United States, on the First Opium War of 1839–42.

Source C

Our naval power is so strong that we can tell the Emperor what we mean to keep rather than what he would cede. We demand the admission of opium into interior China as lawful commerce and increased British access to several additional Chinese ports.

British Foreign Minister Palmerston writing in 1841 to the British superintendent in Chinaabout peace terms at the end of the Opium War.

(a) (i) Study Source A.

What can you tell from this source about relations between the British and the Chinese just prior to the First Opium War? Support your answer with reference to the source. [6]

(ii) Study Sources B and C.

How far do these sources show that foreign countries dominated China? Explain your answer. [7]

(iii) Study all the sources.

Is one of these sources more useful than the others as evidence about the First Opium War? Explain your answer. [7]

(b) (i) Give two terms of the Treaty of Nanking. [2]

(ii) Describe the events of the First Opium War. [4]

(iii) Why was China opposed to the opium trade? [6]

(iv) How far was European trade beneficial to China? Explain your answer. [8]

10

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11

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12

0470/42/O/N/11© UCLES 2011

Copyright Acknowledgements:

Depth Study B Source A © Neil De Marco; The World This Century; Collins Educational; 1987.Depth Study B Source B © Claire Baker; Russia 1917-1945; Heinemann Educational Books Ltd; 1990.Depth Study C Source B © www.cato.org/pub-display.php?pub-id=3357.Depth Study D Source A © Harriet Ward; World Powers in the Twentieth Century; Heinemann Educational Books Ltd; 1978.Depth Study D Source B © Bryn O’Callaghan; A History of the Twentieth Century; Longman Group UK Ltd; 1987.Depth Study E Source A © M de Villiers; White Tribe Dreaming; Penguin; 1987.Depth Study F Source A © Dan Cohn-Sherbok & Dawoud El-Alami; The Palestine-Israeli Conflict ; Oneworld Publications; 2001.Depth Study F Source B © Schools Council History 13-16 Project; Arab-Israeli Conflict ; Holmes-McDougall; 1977.Depth Study G Source A © www.tolpuddlemartyrs.online-today.co.ukDepth Study G Source B © www.nationalarchives.gov.uk/pathways/citizenship/struggle-democracy/Depth Study H Sources A & B © Harry G Gelber; The Dragon & the Foreign Devils; Bloomsbury Publishing plc; 2007.Depth Study H Source C © www.stormfront.org/truth-at-last/sassoon.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

BLANK PAGE

This document consists of 11 printed pages and 1 blank page.

DC (SM/DJ) 31898/6© UCLES 2011 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education

*7420362033*

HISTORY 0470/43Paper 4 Alternative to Coursework October/November 2011 1 hourAdditional Materials: Answer Booklet/Paper

READ THESE INSTRUCTIONS FIRST

If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer the questions on one of the Depth Studies.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

www.XtremePapers.com

2

0470/43/O/N/11© UCLES 2011

DEPTH STUDY A: GERMANY, 1918–1945

1 Study the sources, and then answer the questions which follow.

Source A

One night in May 1933 books were burnt by Nazi students outside universities all over Germany. I saw huge crowds cheering as over twenty-five thousand books were burnt at the University of Berlin. Some of the slogans chanted by the students were:

Against moral decay! For discipline and morality in family and state!

Against lies about our history and criticism of its great figures! For awe of our past!

Against alien journalism of a democratic and Jewish type! For responsible involvement in the work of national reconstruction!

Against literary betrayal of the soldiers of the World War! For the education of the nation in the spirit of military preparedness!

An American journalist who worked in Germany from 1926 to 1941.

Source B

No effort was spared by the Party’s propagandists to maintain national feeling at fever pitch: impressive parades, enthusiastic rallies, masses of flags and uniforms and constant repeating of racialist slogans were all part of the grand design to give Germans a sense of purpose and fanatical pride in the fatherland and the Aryan race. The Nazis appealed to the spirit of idealism and self-sacrifice in German youth, stressing the need for a truly united people and national solidarity against Germany’s enemies. It cannot be denied that the cult of the infallible leader had an irresistible appeal for millions of Germans, young and old alike. Hitler was a father-figure in whom disillusioned and weary people could place their confidence and trust. Those who disliked the regime simply focused on their work and home and tried to shut out the incessant propaganda.

From a British historian, 1991.

3

0470/43/O/N/11© UCLES 2011 [Turn over

(a) (i) Study Source A.

What does this source tell you about Nazi supporters? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the popularity of the Nazis was created by propaganda? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the aims of National Socialism? Explain your answer. [7]

(b) (i) Name two groups of young people who criticised Nazi Germany. [2]

(ii) Describe how the Churches were affected by the Nazi government. [4]

(iii) Why did unemployment fall rapidly after 1933? [6]

(iv) ‘Goebbels was the most successful Nazi leader between 1933 and 1945.’ How far do you agree with this statement? Explain your answer. [8]

4

0470/43/O/N/11© UCLES 2011

DEPTH STUDY B: RUSSIA, 1905–1941

2 Study the sources, and then answer the questions which follow.

Source A

A group of peasants carrying a banner with the inscription, ‘We demand collectivisationand the liquidation of the kulaks as a class’, 1931.

Source B

The chaos of collectivisation – peasant resistance, lack of machinery, no clear idea of how farms were to be organised – led naturally to poor harvests. Nevertheless, all grain in the growing areas was collected by force and taken to the towns or exported. The peasants then began to die of starvation. About 10 to 15 million people died in the 1932–34 famine. The government made every effort to conceal the famine from the outside world and this meant there could be no appeal for international aid. The USSR continued to export grain for industrial equipment. It has been alleged, probably with some truth, that the famine was not unwelcome to Stalin; it was an effective way to break peasant resistance.

A British historian, writing in 1966.

School

5

0470/43/O/N/11© UCLES 2011 [Turn over

(a) (i) Study Source A.

What does this source tell you about Russian peasants during collectivisation? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that collectivisation was a failure? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about collectivisation? Explain your answer. [7]

(b) (i) Who were the kulaks? [2]

(ii) Describe how a kolkhoz was organised. [4]

(iii) Why did Stalin introduce collectivisation? [6]

(iv) How far did collectivisation bring benefits to the USSR by 1941? Explain your answer. [8]

School
School
School
School

6

0470/43/O/N/11© UCLES 2011

DEPTH STUDY C: THE USA, 1919–1941

3 Study the sources, and then answer the questions which follow.

Source A

1920

1925

1929

1932

Total productionof all the economy in

billions of dollars

89

91

104

59

Price of cattle per head in

dollars

53

32

59

26

Price of cottonper lb. in dollars

16

20

17

7

From government statistics on the American economy, 1935.

Source B

The United States had too many banks, and too many of them played the stock market with depositors’ funds. Only a third or so belonged to the Federal Reserve System on which Hoover placed such reliance. Most people had a heavy debt load even before the Crash, and the onset of recession in the spring of 1930 meant that they simply stopped spending. When unemployment resulted, buying power vanished overnight. Government and business actually spent more in the first half of 1930 than the previous year, yet frightened consumers cut back their expenditure byten per cent. Unemployment soared from five million in 1930 to over eleven million in 1931 and therewas no government insurance for the jobless. A sharp recession had become the Great Depression.

From an American website for students, 2007.

(a) (i) Study Source A.

What does this source tell you about the American economy between 1920 and 1932? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that loss of confidence was responsible for American people’s economic problems by 1931? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about weaknesses in the American economy by 1932? Explain your answer. [7]

(b) (i) What encouraged speculation on the Stock Market? [2]

(ii) Describe the effects of the banking crisis between 1929 and 1932. [4]

(iii) Why did Roosevelt win the 1932 Presidential election? [6]

(iv) ‘The poor paid the greatest price for the Wall Street Crash.’ How far do you agree with this statement? Explain your answer. [8]

7

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DEPTH STUDY D: CHINA, 1945–c.1990

4 Study the sources, and then answer the questions which follow.

Source A

As the Red Guards brought factories and transport to a standstill, serious fighting sometimes broke out. The People’s Liberation Army was used for peacekeeping and to keep essential services going. At times the conflict went beyond Mao’s intentions. In the Wuhan incident in July 1967, military units in central China kidnapped a senior Party leader who had been sent to keep the peace between local factions. This and other ‘excesses’ during 1967 brought an official ‘cooling down’ policy. Workers were sent back to their jobs and millions of Red Guards were sent to work in the countryside with the peasants.

A British historian, writing in 1978.

Source B

Since the Cultural Revolution is a revolution, it inevitably meets with resistance. This resistance comes chiefly from those in authority who have wormed their way into the Party and are taking the Capitalist road. It also comes from the force of habits from the old society. What the Central Committee demands of the Party at all levels is to boldly arouse the masses and encourage those comrades who have made mistakes but are willing to correct them, to cast off their burdens and join the struggle.

The view of the Central Committee of the Chinese Communist Party about theCultural Revolution, quoted in the Beijing Review, August 1966.

(a) (i) Study Source A.

What does this source tell you about the Red Guards? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Chinese people supported the Cultural Revolution? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Cultural Revolution? Explain your answer. [7]

(b) (i) What was the purpose of Mao’s ‘Little Red Book’? [2]

(ii) Describe what happened at meetings when Red Guards denounced ‘opponents’ of the Cultural Revolution. [4]

(iii) Why did Mao think the Cultural Revolution was needed? [6]

(iv) How far did the rise to power of Deng Xiaoping after Mao’s death change the lives of the Chinese people? Explain your answer. [8]

8

0470/43/O/N/11© UCLES 2011

DEPTH STUDY E: SOUTHERN AFRICA IN THE TWENTIETH CENTURY

5 Study the sources, and then answer the questions which follow.

Source A

THE PEOPLE SHALL GOVERN!ALL NATIONAL GROUPS SHALL HAVE EQUAL RIGHTS!

THE PEOPLE SHALL SHARE IN THE COUNTRY’S WEALTH!THE LAND SHALL BE SHARED AMONG THE PEOPLE WHO WORK IT!

ALL SHALL ENJOY EQUAL RIGHTS!THERE SHALL BE PEACE AND FRIENDSHIP!

THESE FREEDOMS WE SHALL FIGHT FOR SIDE BY SIDE, THROUGHOUTOUR LIVES UNTIL WE HAVE WON OUR LIBERTY!

Main headings from the Freedom Charter of the Congress of the Peopleagreed at Kliptown in 1955.

Source B

The first act of the 1955 Congress was to present prizes to three leaders: Father Huddleston, the English priest, who had done his best for Sophiatown; Dr. Dadoo, the Indian leader; and Chief Luthuli, President of the ANC in Natal. Only Father Huddleston could be present as the other two were banned from taking part in politics. I was on the platform waiting to make my speech to the meeting of 3000 people when we were surrounded by armed police. The police spent a long time searching people for documents, taking names, addresses and photographs of delegates.In particular, they photographed every one of the 200 white people present. I went ahead with my speech on housing, the need to end hunger and the need for medical care, and people listened peacefully in spite of the police activities.

From the autobiography of Helen Joseph, a white democrat, 1986.

(a) (i) Study Source A.

What does this source tell you about the Freedom Charter? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that opposition to apartheid was working in the 1950s? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the opposition to the government in the 1950s? Explain your answer. [7]

(b) (i) What was the Torch Commando? [2]

(ii) Describe what happened to Sophiatown in 1955. [4]

(iii) Why did Trevor Huddleston remain important after 1955? [6]

(iv) ‘The Population Registration Act of 1950 was the most damaging apartheid law in the 1950s.’ How far do you agree with this statement? Explain your answer. [8]

9

0470/43/O/N/11© UCLES 2011 [Turn over

DEPTH STUDY F: ISRAELIS AND PALESTINIANS, 1945–c.1994

6 Study the sources, and then answer the questions which follow.

Source A

The population of Israel, 1948–1973 Jewish immigration into Israel, 1949–1968

1948 770 000 1949 239 000 1954 1 717 814 1955 110 000 1961 2 232 300 1959 60 000 1969 2 841 100 1965 50 000 1973 3 200 000 1968 40 000

Statistics taken from a British textbook of 1977.

Source B

Although Israel has experienced some difficulty in finding foreign markets – particularly in Arab countries and some communist states – her exports have increased enormously. The bulk of Israel’s export earnings have come from sales of citrus fruits and polished diamonds. Other products playing an increasingly important role in export sales include textiles, processed foods, chemical products, electronic equipment, fertilisers and plastic goods. Israel’s main customers are the USA and Britain. The tourist industry is developing, although periodic wars since 1948 have disrupted its progress.

Written in the 1970s by a British author.

(a) (i) Study Source A.

What does this source tell you about Israel’s population during the period 1948–1973? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Israel’s economy was successful in the 1970s? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about Israel? Explain your answer. [7]

(b) (i) What is a kibbutz? [2]

(ii) Describe the religious issues between Arabs and Jews over the city of Jerusalem. [4]

(iii) Why did the state of Israel manage to survive against all opposition? [6]

(iv) How far were Israelis united in their views of how to deal with their Arab neighbours? Explain your answer. [8]

10

0470/43/O/N/11© UCLES 2011

DEPTH STUDY G: THE CREATION OF MODERN INDUSTRIAL SOCIETY

7 Study the sources, and then answer the questions which follow.

Source A

We propose that because of the miserable conditions to which, by repeated and unnecessary reduction of wages, the work people are reduced, this meeting should consider the immediate necessity of adopting some effective means of preventing such reductions and securing industrious workmen a just and adequate return for their labour.

From a resolution passed at a meeting of the National Association for theProtection of Labour in 1830.

Source B

As to the trial, the whole proceedings were a shameful disregard of justice and decency. The most unfair means were resorted to in order to frame a charge against us. When no evidence whatsoever could be put together the judge ordered us to be tried for mutiny and conspiracy under an Act of 1797 for the suppression of mutiny among seamen.

George Loveless, one of the Tolpuddle Martyrs, writing in 1837.

(a) (i) Study Source A.

What does this source tell you about the reasons for forming trade unions? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that workers were unable to form associations against employers at the time? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about employers and workers? Explain your answer. [7]

(b) (i) What did Robert Owen achieve at New Lanark? [2]

(ii) Describe the case of the Tolpuddle Martyrs. [4]

(iii) Why was there so much opposition to workmen forming trade unions? [6]

(iv) How far had working people shared in Britain’s increasing prosperity by the middle of the nineteenth century? Explain your answer. [8]

11

0470/43/O/N/11© UCLES 2011

DEPTH STUDY H: THE IMPACT OF WESTERN IMPERIALISM IN THE NINETEENTH CENTURY

8 Study the sources, and then answer the questions which follow.

Source A

China is corrupt to the core, ill-governed, lacking cohesion and without means of defending itself. To believe in China’s power to recover is a waste of time. China as a political entity is doomed.

A British view of China at the end of the Sino-Japanese War.

Source B

China’s collapse has been terrible. Everything China should have yielded gracefully to others when asked for will now have to be yielded to Japan.

The view of a British official in China at the end of the Sino-Japanese War in 1895.

Source C

Hereafter the sovereign and his officials, and persons high and low, must with firm resolve, wipe out age-old abuses. They must exert every effort for the two great tasks of training soldiers and stockpiling provisions, and make detailed plans to promote the new and do away with the old.

Part of an edict of the Emperor of China following the defeat of China by Japan in 1895.

(a) (i) Study Source A.

What does this source tell you about China in 1895? Support your answer with reference to the source. [6]

(ii) Study Sources B and C.

How far do these sources show that China could recover from the war with Japan? Explain your answer. [7]

(iii) Study all the sources.

Is one of these sources more useful than the others as evidence about reasons for China’s weakness? Explain your answer. [7]

(b) (i) Name two Chinese defeats in the Sino-Japanese War of 1894–5. [2]

(ii) What were the immediate consequences of the Sino-Japanese War for China? [4]

(iii) Why was China defeated by Japan? [6]

(iv) How far was the Sino-Japanese War of 1894–5 a turning point in Chinese relations with other countries? Explain your answer. [8]

12

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BLANK PAGE

Copyright Acknowledgements:

Depth Study A Source B © William Carr; A History of Germany 1815–1985 ; Edward Arnold, division of Hodder and Stoughton; 1991.Depth Study B Source A © Clare Baker; Russia 1917–1945 ; Heinemann Educational; 1990.Depth Study B Source B © Harriet Ward; World Powers in The Twentieth Century ; Heinemann Educational; 1978.Depth Study D Source A © Harriet Ward; World Powers in The Twentieth Century ; Heinemann Educational; 1978.Depth Study D Source B © Norman Lowe; Mastering Modern World History ; Macmillan Press Ltd; 1982.Depth Study E Source B © Helen Joseph; Side by Side ; Zed Books Ltd; 1986.Depth Study F Sources A & B © Schools Council History 13–16 Project; Arab-Israeli Conflict ; Holmes McDougall; 1977.Depth Study G Sources A & B © J L and B Hammond; The Town Labourer ; Longmans, Green & Co Ltd; 1966.Depth Study H Source A © www.src-h.slav.hokudai.ac.JP/eng/news/.Depth Study H Sources B & C © J Fenby; History & Modern China ; Penguin; 2008.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

This document consists of 10 printed pages and 2 blank pages.

DC (NF/SW) 52630/5© UCLES 2012 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education

*3326764496*

HISTORY 0470/41Paper 4 Alternative to Coursework October/November 2012 1 hourAdditional Materials: Answer Booklet/Paper

READ THESE INSTRUCTIONS FIRST

If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer the questions on one of the Depth Studies.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

www.XtremePapers.com

2

0470/41/O/N/12© UCLES 2012

DEPTH STUDY A: GERMANY, 1918–1945

1 Study the sources, and then answer the questions which follow.

Source A

The Freikorps were banned after the 1920 Kapp Putsch but many joined a new organisation called Operation Consul. In 1921 they shot dead Matthias Erzberger, who had signed the 1918 Armistice for Germany and was finance minister until 1920. The assassins were smuggled out of the country. In 1922 Walter Rathenau, a Jew who was the country’s skilled foreign minister, was murdered in public. Right-wing newspapers praised Operation Consul for this, claiming that the majority of patriotic Germans supported their actions.

From a British textbook for students, 1990.

Source B

November 1918 A socialist republic was set up in Bavaria by Kurt Eisner.

January 1919 Communist Spartacist revolt in Berlin put down by the socialist (SPD) Ebert’s coalition government using the army and Freikorps.

February 1919 Eisner murdered by a right-wing extremist.

March 1919 Communist Party (KPD) organised a general strike in Berlin. Crushed by the Freikorps, killing 1500 and injuring 10 000.

April 1919 Bavaria became a communist republic. Overturned in May 1919 by 35 000 Freikorps, killing 600 people.

1920 Communists attempted agitation in the Ruhr.

1920 election Percentage of votes cast: KPD 2 SPD 21.

1923 Communist risings in Saxony and Hamburg.

1924 election Percentage of votes cast: KPD 12 SPD 21.

From a communist history of Germany, 1978.

(a) (i) Study Source A.

What can you tell from this source about the early Weimar Republic? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Communists were a threat to the Weimar Republic between 1918 and 1924? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about right-wing extremists? Explain your answer. [7]

3

0470/41/O/N/12© UCLES 2012 [Turn over

(b) (i) What happened to the Kaiser at the end of the First World War? [2]

(ii) What authority did the Weimar Constitution give to the President? [4]

(iii) Why did Germany experience hyperinflation in 1923? [6]

(iv) To what extent was there social and political change in Germany in the 1920s? Explain your answer. [8]

4

0470/41/O/N/12© UCLES 2012

DEPTH STUDY B: RUSSIA, 1905–1941

2 Study the sources, and then answer the questions which follow.

Source A

In October 1921, it became clear to Lenin, as he acquainted himself with the activities of his Politburo colleagues, that they were acting like a ruling clique and intended to oust him from power. This was confirmed when Lenin discovered that as soon as he withdrew from the Politburo meetings, which he often had to leave early because of exhaustion, they would pass vital resolutions which he would only learn about next day. Soon, Lenin ordered that Politburo meetings were not to go on for more than three hours.

A British historian, writing in 1996.

Source B

Stalin and Trotsky argued particularly over issues like industrialisation strategy and policy towards the peasants. But Stalin and Trotsky were not deeply divided on these issues. They were both industrialisers without any special tenderness towards the peasants, though Stalin’s public stance in the mid-1920s was more moderate than Trotsky’s. A few years later Stalin was accused of stealing Trotsky’s policies in the First Five-Year Plan drive for rapid industrialisation. For rank-and-file party members, these disagreements on issues seemed much less important than their differences in personality.

A professor of history at an American university, writing in 1994.

(a) (i) Study Source A.

What can you tell from this source about Lenin? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Stalin and Trotsky had the same ideas? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the leaders of the USSR? Explain your answer. [7]

(b) (i) What was Pravda? [2]

(ii) Describe the Kronstadt Rebellion, March 1921. [4]

(iii) Why did Trotsky lose the struggle for the leadership of the USSR? [6]

(iv) How secure was Stalin as leader of the USSR by 1934? Explain your answer. [8]

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DEPTH STUDY C: THE USA, 1919–1941

3 Study the sources, and then answer the questions which follow.

Source A

The owners and investors in big business, with their share in company profits and dividends, build their new homes with six large bedrooms and three-car garages. Many of them have been given more money than they know what to do with in this decade. The middle class has progressed in earnings but it seems that its spending has progressed even faster, leaving a smaller margin of true security and satisfaction. Skilled workers’ wages have risen whilst unskilled labour has found life a little less intolerable.

From an American economist’s analysis, written in 1929.

Source B

The best aspect of our present prosperity is that wages are high while business profits have been moderate. The result is that prosperity is going more and more into the homes of the ordinary people. From a recent fear of being exploited by a wealthier and wealthier few, the people of America are learning to make the great businesses their most faithful servants. Here and there abuses occur, but business is gradually being taught that the only method of permanent success lies in honesty and conscientious service to the public. The Federal Government is steadily reducing our national debt and has released hundreds of thousands of people from unproductive government employment to the productive field of business life. Taxation has been reduced so far that it is a light burden and allows more money to flow into trade and investment.

From a speech by President Coolidge, 1926.

(a) (i) Study Source A.

What can you tell from this source about the 1920s economic boom? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that prosperity was a result of government policies? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the economy in the 1920s? Explain your answer. [7]

(b) (i) Name two traditional industries that declined in the 1920s. [2]

(ii) Describe the problems in agriculture in the 1920s. [4]

(iii) Why did the automobile industry develop rapidly? [6]

(iv) How far did economic developments in the 1920s benefit the workers? Explain your answer. [8]

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DEPTH STUDY D: CHINA 1945–c.1990

4 Study the sources, and then answer the questions which follow.

Source A

The Red Army were all armed with Japanese rifles or automatic weapons of American make. In every group of half a dozen or so there would be one with a scrap of paper in his hand. These, we discovered, had the addresses of the private houses in which the soldiers would be staying. Several times I saw a soldier approaching a group of onlookers and, with a polite and a wide smile, ask directions to the houses.

A German, living in China in 1948.

Source B

At the time of the Japanese surrender, both Communists and Kuomintang had tried to occupy as much territory as they could, but the Kuomintang had a much larger and better equipped army. Both were manoeuvring for position in preparation for renewing the civil war which had been partly suspended for the previous eight years to fight the Japanese. In fact, fighting between Communists and Kuomintang had already broken out. Manchuria was the crucial battleground because of its economic assets. Because they were nearby, the Communists had got their forces into Manchuria first, with virtually no assistance from the Russians. But the Americans were helping Chiang Kai-shek in the area by transporting tens of thousands of troops to north China.

A Chinese historian, writing in 1991.

(a) (i) Study Source A.

What does this source tell you about the Red Army? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Kuomintang was in a good position to secure Manchuria in 1945? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Chinese Civil War? Explain your answer. [7]

(b) (i) What did Chiang Kai-shek do after the Kuomintang defeat in the Civil War? [2]

(ii) Describe the working of People’s Courts in the areas liberated by the Red Army in the Chinese Civil War. [4]

(iii) Why did Chiang Kai-shek receive support from the Americans during the Chinese Civil War? [6]

(iv) How far was the victory of the Chinese Communist forces in the Civil War a result of Kuomintang weaknesses? Explain your answer. [8]

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DEPTH STUDY E: SOUTHERN AFRICA IN THE TWENTIETH CENTURY

5 Study the sources, and then answer the questions which follow.

Source A

I think the methods of propaganda and action among our Natives and our Europeans are a danger but I do not see any way of avoiding them unless parliament is prepared to act soon. We all realise there must be some separation but if this is the only ideal put before a multi-racial country, what kind of appeal does it have? South Africa’s motto is ‘Union is Strength’ – separation would make that ‘Disunion’. With goodwill we must fit our multi-racial society into a framework where diversity is strength. We have to learn to work together, it is our only hope. Separation is of no use and I hope a very large number of voters will agree with me.

From a 1948 speech in the Senate of South Africa by a white representative of the Natives of Natal and Zululand. He was their representative from 1937 to 1952.

Source B

In the 1948 election Dr Malan’s National Party campaigned against ‘the black peril’ and for apartheid – the principle of complete separation between blacks, coloured and whites in all aspects of life – and for their separate development. To the surprise of many people, and the horror of some, the National Party won an overall majority of five, defeating General Smuts’ United Party. Afrikaners, who made up only twelve per cent of the population, had won control of the country and Dr Malan saw this as ‘a miracle of God’. No South Africans of British descent were made members of his new government. What was new was that Malan’s government intended to put apartheid into practice more thoroughly and ruthlessly than ever before.

From a British school textbook, 1997.

(a) (i) Study Source A.

What can you tell from this source about South Africa in 1948? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the National Party had support for its policy of apartheid? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about segregation in South Africa? Explain your answer. [7]

(b) (i) Name two groups in South Africa which opposed support for Great Britain in the Second World War (1939–45). [2]

(ii) Describe the changes made in the African National Congress between 1940 and 1948. [4]

(iii) Why did the South African economy develop rapidly during the Second World War? [6]

(iv) How far did the apartheid system change life in South Africa between 1948 and 1959? Explain your answer. [8]

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DEPTH STUDY F: ISRAELIS AND PALESTINIANS, 1945–c.1994

6 Study the sources, and then answer the questions which follow.

Source A

The Suez Canal belonged to British and French investors. The British Prime Minister in 1956, Anthony Eden, had been one of the few to oppose appeasement in the 1930s. He decided to treat Nasser as he thought Hitler should have been treated. In agreement with the French and the Israelis, British troops invaded Port Said, at the mouth of the Canal, in November 1956. There was much opposition to this in Britain, in the Commonwealth and among Britain’s allies in various parts of the world.

From a British history book, written in 1984.

Source B

Many people in the Prime Minister’s audience may have said to themselves we must not appease a dictator. But the comparison with Hitler is misleading. By 1938 Hitler had broken international treaties, not once but four times. Colonel Nasser has not yet broken any treaty, although he has dishonoured commercial agreements. Internally too there is no comparison. Hitler had destroyed democratic government in a country where its roots went back to 1848. Colonel Nasser’s government is arbitrary and military, but it does not rule by terror. It has substituted a measure of efficiency for corruption and incompetence, and has undertaken land reform. Until he turns against his neighbours or closes the Canal there is no ground for military action against him.

From a British newspaper’s reply to a speech in 1956 by the British Prime Minister, who had compared Nasser to Hitler.

(a) (i) Study Source A.

What can you tell from this source about Britain’s decision to invade the Canal Zone? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that President Nasser was a danger to British interests? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about President Nasser? Explain your answer. [7]

(b) (i) What happened at Sèvres, 22–24 October 1956? [2]

(ii) Describe the roles of the USA and the USSR in the Suez Crisis. [4]

(iii) Why did President Nasser want to nationalise the Suez Canal Company? [6]

(iv) How far was the Suez War of 1956 a triumph for President Nasser? Explain your answer. [8]

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DEPTH STUDY G: THE CREATION OF MODERN INDUSTRIAL SOCIETY

7 Study the sources, and then answer the questions which follow.

Source A

1870 1880 1890 1900 1913

8.07.0

Milli

on to

ns 6.05.04.03.0

1.00

2.0

Diagram showing the growth in British steel production, 1870–1913.

Source B

My Converter promised to be a great advance. In a few minutes huge masses of the finest iron could be ready for the hammer and anvil. However, the ordinary pig-iron used for bar-iron was found to contain so much phosphorus as to render it wholly unfit for making iron by my process. This was an unexpected shock. The transition from what appeared to be one of crowning success to one of utter failure almost paralysed all my energies. Day by day fresh reports of failure arrived. The press denounced my whole scheme as the dream of a wild enthusiast.

Sir Henry Bessemer, writing in his autobiography in 1905.

(a) (i) Study Source A.

What can you tell from this source about the steel industry? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Bessemer was a failure? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about iron and steel production in the nineteenth century? Explain your answer. [7]

(b) (i) Name (i) an English city associated with steel making in the nineteenth century and (ii) an important English coal mining area in the nineteenth century. [2]

(ii) What problems faced the coal industry at the beginning of the nineteenth century? [4]

(iii) Why was there increased demand for iron and steel in the nineteenth century? [6]

(iv) In the nineteenth century, were the developments in the iron and steel industry more important than those in the coal industry? Explain your answer. [8]

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DEPTH STUDY H: THE IMPACT OF WESTERN IMPERIALISM IN THE NINETEENTH CENTURY

8 Study the sources, and then answer the questions which follow.

Source A

Anyone who looks at the globe and notes the steadily increasing colonial possessions of Britain will see how she extracts strength from them and the skill with which she governs them. It would be wise for us Germans to learn about colonial skills from our Anglo-Saxon cousins and to begin a friendly competition with them.

A German, writing in 1879.

Source B

There is the justice and prudence which the British display in trying to make these people less unhappy than they have been previously; the interest they show in increasing their material comfort and, above all, the unwavering respect which they constantly show for the customs and religious beliefs of the country. Lastly, there is the protection which they give to the weak as well as the strong. All these things have contributed more to the consolidation of their power than the conquests and victories.

A Frenchman, writing in 1823 about the British in India.

(a) (i) Study Source A.

What does this source tell you about British imperialism? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that British imperial power depended on force? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about how others regarded British imperialism? Explain your answer. [7]

(b) (i) Name two countries in Africa colonised by Germany after 1870. [2]

(ii) What were the economic motives for imperialism? [4]

(iii) Why did Germany embark on a policy of imperialism in the last quarter of the nineteenth century? [6]

(iv) ‘Only the Europeans gained from imperialism.’ How far do you agree with this statement? Explain your answer. [8]

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Copyright Acknowledgements:

Depth Study A Source A © A White & E Hadley; Germany 1918–1949; Collins Educational; 1990.Depth Study B Source A © Orlando Figes; A People’s Tragedy; Jonathan Cape Ltd; 1996.Depth Study B Source B © Sheila Fitzpatrick; The Russian Revolution; Oxford University Press; 1994.Depth Study D Source B © Jung Chang; Wild Swans; Flamingo; 1991.Depth Study E Source B © H Macdonald & B Williamson; South Africa; Stanley Thornes; 1997.Depth Study F Source A © Christopher Culpin; Making History; Collins Educational; 1984.Depth Study F Source B © Neil de Marco; The World This Century; Collins Educational; 1987.Depth Study G Source A © Diagram, Making Modern Britain; nottsheritagegateway.org.uk/themes/coal.Depth Study H Source A © A German writing in 1879; web.jjay.cung.educ/jobrien/reference/o644.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

This document consists of 10 printed pages and 2 blank pages.

DC (NH/SW) 52631/6© UCLES 2012 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education

*3063044732*

HISTORY 0470/42Paper 4 Alternative to Coursework October/November 2012 1 hourAdditional Materials: Answer Booklet/Paper

READ THESE INSTRUCTIONS FIRST

If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer the questions on one of the Depth Studies.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

www.XtremePapers.com

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DEPTH STUDY A: GERMANY, 1918–1945

1 Study the sources, and then answer the questions which follow.

Source A

Motto of the Day: They did not fall in vain!

Camp leader to speak on: German youth honours the holy sacrifice made by the two million who died for Germany between 1914 and 1918. We too have become fighters and have a heroic attitude. One does not beg for a right, one fights for it! He who fights has right on his side! What is good? To be brave is good!

Community Hour: Germans in the world – Versailles is a burden on us.

The plan for one day of a two-week Hitler Youth camp from the official Reich Youth Leadership Handbook of 1937 – each day had a similar structure.

Source B

Because I had an influential position without being a Nazi, it was not necessary to go to any of their meetings or send my sons to the Hitler Youth. In November 1938 my wife and eldest son made a five-minute visit to a Jewish shop and a policeman took their names. Two days later the main newspaper printed a page-long criticism of my family’s ‘crime’ and held me responsible. I was then suspended from my job, my son was expelled from his university and my wife was condemned by the secret Nazi court. We quietly left Germany in March 1939. It was only in May that the Gestapo found out that I had disappeared.

A professor who taught at a German university in the 1930s and then at Oxford Universityfrom 1939.

(a) (i) Study Source A.

What can you tell from this source about the Hitler Youth? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Nazis were successful in controlling German people? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about what it was like to live in Nazi Germany in the 1930s? Explain your answer. [7]

(b) (i) What was the ‘New Plan’ for the economy? [2]

(ii) Describe the projects introduced to reduce unemployment by 1935. [4]

(iii) Why was there increased government spending on the economy from 1936? [6]

(iv) To what extent did life change in Nazi Germany after the outbreak of war in 1939? Explain your answer. [8]

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DEPTH STUDY B: RUSSIA, 1905–1941

2 Study the sources, and then answer the questions which follow.

Source A

Train after train, abandoned by the Whites, stood idle, stopped by the defeat of Kolchak, by running out of fuel, by snowdrifts. Some of them served as fortresses for armed bands of robbers or hideouts for escaping criminals. But most of them were communal mortuaries, mass graves of victims of the cold and typhus. In the abandoned fields, the unharvested grain spilled and trickled on the ground.

From a Russian novel about the Civil War, published in 1957.

Source B

I declare the following so that in future no one may plead ignorance of the revolutionary laws of Soviet power.

1 Anyone who joins the army of the enemies of the people commits a serious crime. 2 All those forced to join the ranks of the hostile armies must defect to the side of the Soviet

troops where they will be guaranteed a full pardon. 3 Those peasants and workers who have sold themselves to the Whites and do not lay down

their arms will be shot. All their property will be handed over to Red Army men and the families of fallen soldiers.

4 The word of the Soviet power is firm. Its punishment is severe. Give everything to the defence of Soviet power!

Proclamation by Trotsky during the Russian Civil War.

(a) (i) Study Source A.

What can you tell from this source about conditions during the Russian Civil War? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Bolsheviks were unforgiving? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Russian Civil War? Explain your answer. [7]

(b) (i) What was the Red Terror? [2]

(ii) What were the main features of War Communism? [4]

(iii) Why was Trotsky important for the Bolshevik victory in the Russian Civil War? [6]

(iv) How far was Lenin’s New Economic Policy (NEP) a failure? Explain your answer. [8]

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DEPTH STUDY C: THE USA, 1919–1941

3 Study the sources, and then answer the questions which follow.

Source A

It is unlawful for any place serving food to allow white and colored people to eat in the same room, unless they are separated by a solid partition at least seven feet high from the floor. A separate entrance from the street must be provided for each area. (Alabama)

Books are not allowed to be shared between white and colored schools, but shall be used by the first race using them. (North Carolina)

All marriages between white persons and negroes or white persons and Asians are prohibited. No person having one-eighth part or more negro blood shall be permitted to marry any white person. (Missouri)

Examples of laws in American states enforced throughout the period 1919–41.

Source B

Marcus Garvey set up the Universal Negro Improvement Association (UNIA) in 1914 to urge all people of African ancestry, like himself, to be proud of their race and to establish a country and government of their own. By the 1920s UNIA had over a million members and was helping black people to set up their own businesses. It also began to run a shipping line to encourage emigration to Africa. In 1922 Garvey went to Atlanta, Georgia, for a conference with Ku Klux Klan leaders. Garvey said, ‘I regard the Klan, and White American societies, as better friends of negroes than all other groups of hypocritical whites put together. I like honesty and fair play. You may call me a Klansman if you will, but potentially, every white man is a Klansman, as far as the negro is concerned.’ After this a number of African American leaders asked the government to have Garvey sent to prison.

A black American history professor, writing in 2009.

(a) (i) Study Source A.

What can you tell from this source about race relations? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Marcus Garvey worked effectively to protect black people? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about discrimination in the USA in the 1920s? Explain your answer. [7]

(b) (i) What was the NAACP? [2]

(ii) What restrictions were put on immigration in the 1920s? [4]

(iii) Why was there discrimination against black Americans in the 1920s? [6]

(iv) ‘Opportunities and freedom increased for white Americans in the 1920s.’ How far do you agree with this statement? Explain your answer. [8]

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DEPTH STUDY D: CHINA, 1945–c.1990

4 Study the sources, and then answer the questions which follow.

Source A

In the nineteenth century foreigners had treated the Chinese as little more than animals – a reversal of what the Chinese believed the relationship should be. When Mao said that the Great Leap Forward would lead to China overtaking Britain within 15 years, he was not talking about his own deluded, personal ambitions. He was speaking for a collective desire to restore China and the Chinese to their rightful place in the world.

A British historian, writing in 2007.

Source B

There were also fantastic economic goals in 1958. Mao claimed that China’s industrial output could overtake the United States and Britain within 15 years. For the Chinese, these countries represented the capitalist world. Overtaking them would be seen as a triumph over their enemies. This appealed to the people’s pride and boosted their enthusiasm enormously. They had felt humiliated by the refusal of the United States and most major Western countries to grant China diplomatic recognition, and were keen to show the world that they could make it on their own, that they wanted to believe in miracles. Mao provided the inspiration. Their hopes overcame caution as enthusiasm triumphed over reason.

By a Chinese author who was a young child at the time of the Great Leap Forward.

(a) (i) Study Source A.

What can you tell from this source about the Great Leap Forward? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Mao’s industrial goals were achievable? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Chinese economy? Explain your answer. [7]

(b) (i) What were ‘backyard furnaces’? [2]

(ii) Describe the changes in the status of women in China in the period 1949–60. [4]

(iii) Why did the Great Leap Forward fail? [6]

(iv) By 1958, how far had the Chinese Communist Government solved the problems it faced in 1949? Explain your answer. [8]

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DEPTH STUDY E: SOUTHERN AFRICA IN THE TWENTIETH CENTURY

5 Study the sources, and then answer the questions which follow.

Source A

I must stress to you, and all British statesmen, that Britain’s main aim of restoring agreement between the Dutch and the English cannot be achieved if you pursue your second aim of protecting the black Natives against wrong. I agree that in the Pretoria Convention of 1881 we specifically promised the Natives to intervene in the Transvaal if nothing was done to improve their lives. Unless we use extreme caution on this we will find the whole of Dutch opinion swinging round against us and many, though not all, of the English here will go with them.

From a letter sent in 1897 by Sir Alfred Milner, the British High Commissioner in South Africa and Governor of Cape Colony, to the leader of a main British political party.

Source B

In the Cape men of all races were entitled to vote if they had a certain level of income and property. In Natal white objections meant that by 1900 there were only two thousand blacks who could vote. President Reitz of the Orange Free State wrote in 1891, ‘The Kaffir, as a member of a tribe, ruled over by an arrogant chieftain, can never be a man. He is divided by an impassable barrier from the laws and customs of civilised humanity, and there is no room for him in our European system of politics.’ In the Transvaal only white men who had lived in the Republic for at least five years could vote. In 1890 Kruger’s government raised this to fourteen years despite the protests from the Uitlanders who had poured in to work in the gold and diamond mines.

From a British history of South Africa, 2003.

(a) (i) Study Source A.

What can you tell from this source about South Africa at the end of the nineteenth century? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that voting systems in South Africa were fair? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about white attitudes towards African people? Explain your answer. [7]

(b) (i) Name two of the main areas from which non-whites came to work in the mining industry by 1900. [2]

(ii) Describe the treatment of black workers by the mining companies by the end of the nineteenth century. [4]

(iii) Why did war break out between the Boers and the British in 1899? [6]

(iv) To what extent had the Anglo-Boer War changed South Africa by 1910? Explain your answer. [8]

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DEPTH STUDY F: ISRAELIS AND PALESTINIANS, 1945–c.1994

6 Study the sources, and then answer the questions which follow.

Source A

Even after basic order had been imposed on the camps, the conditions remained barbaric and degrading. Over the months, and into the years, the tents began to rot. They were discarded in favour of huts whose barrack rooms were often occupied by six or more families – sixty men, women and children crowded together with only hanging blankets to offer privacy. They cooked, ate, washed and slept in public. Parents with many children could find no space to rest their exhausted bodies.

A British writer describing a Palestinian refugee camp in an Arab country, 1979.

Source B

Israel claimed that most of the destruction of Arab property in Palestine occurred either as a result of the war of 1948–9 or because of urban rebuilding schemes. Israel claimed that it was ready to consider the question of compensation for Palestinian losses. However, Israeli leaders have always made it clear that any sum arrived at for compensation must take into account the effect of the Palestinian boycott of Israeli goods and Israel’s heavy military expenditure which they claim is forced on her by Palestinian hostility.

A British historian, writing in 1977.

(a) (i) Study Source A.

What can you tell from this source about Palestinian refugee camps? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Israelis wanted to come to an agreement with the Palestinians? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about Palestinians? Explain your answer. [7]

(b) (i) What happened at Deir Yassin, April 1948? [2]

(ii) Describe the events that led to the Munich Massacre, 1972. [4]

(iii) Why did many Palestinians become refugees? [6]

(iv) In which of the following areas had the UNO been more helpful to Palestinians by 1994: humanitarian aid or political action? Explain your answer. [8]

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DEPTH STUDY G: THE CREATION OF MODERN INDUSTRIAL SOCIETY

7 Study the sources, and then answer the questions which follow.

Source A

Picture of a village pit-head after a mining disaster in 1863.

Source B

The insanitary conditions of many of the colliery villages have long been a matter for complaint. In the majority of villages the houses were built long before the question of proper housing of the working class had assumed the importance it now holds. Built with little regard to the necessities of the people who had to occupy them, the dominant idea seems to have been to economise as much as possible on space, labour and materials. The houses may be divided into three classes: the best possess two rooms on the ground floor with a kind of loft above; the next have only one room on the ground floor with a loft above, whilst the third possess only a single room. It is, however, pleasing to note that the colliery owners of the present day are doing their best to make up for the shortcomings of their predecessors.

From a history of Durham, published 1894.

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(a) (i) Study Source A.

What can you tell from this source about coal mining in the nineteenth century? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that coal miners were well housed? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the lives of people in the coal industry in the nineteenth century? Explain your answer. [7]

(b) (i) Describe one invention that improved safety for miners. [2]

(ii) Describe the various types of work provided at a coal mine in the nineteenth century. [4]

(iii) Why did the coal industry expand rapidly in the nineteenth century? [6]

(iv) How far did the industrial revolution improve life for those working in industry? Explain your answer. [8]

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DEPTH STUDY H: THE IMPACT OF WESTERN IMPERIALISM IN THE NINETEENTH CENTURY

8 Study the sources, and then answer the questions which follow.

Source A

The true imperialist offers hope and achievement. Then, the greedy trader, the unreasonable missionary, the ambitious soldier and the lying speculator change the minds of the conquerors, and bring greed and exploitation to the conquered.

A British journalist who worked in Africa at the end of the nineteenth century.

Source B

British imperialism was an extraordinary compound of heroism, exploitation, religious zeal and dedication. Promoted sometimes by a sense of racial superiority, at others by a desire to get rich at others’ expense, the imperial motive also sprang from a profound sense of the need to serve the oppressed and the hungry.

From a recent book on the British Empire by an English historian.

(a) (i) Study Source A.

What can you tell from this source about imperialism? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that imperialism was a worthy cause? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about British attitudes to imperialism? Explain your answer. [7]

(b) (i) Name two countries, other than Britain, which pursued imperial policies in the nineteenth century. [2]

(ii) What were the main aims of missionaries? [4]

(iii) Why was Britain able to expand its Empire so much in the nineteenth century? [6]

(iv) ‘They wanted to do good.’ How far do you agree with this view of European imperialists in the nineteenth century? Explain your answer. [8]

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Copyright Acknowledgements:

Depth Study B Source A © Christopher Culpin; Making History; Collins Educational; 1984.Depth Study D Source A © Will Hutton; The Writing on the Wall; Little, Brown Book Group; 2007.Depth Study D Source B © Jung Chang; Wild Swans; Flamingo; 1991.Depth Study F Source A © S J Perkins; Arab-Israeli Conflict; Macmillan Educational Ltd; 1987.Depth Study F Source B © Schools History 13–16 Project; Arab-Israeli Conflict; Holmes McDougall; 1977.Depth Study H Source A © N Ferguson; Empire; Penguin; 2003.Depth Study H Source B © M Lynch; The British Empire; Hodder Education; 2005.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

This document consists of 9 printed pages and 3 blank pages.

DC (NF) 52632/6© UCLES 2012 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education

*8202311600*

HISTORY 0470/43Paper 4 Alternative to Coursework October/November 2012 1 hourAdditional Materials: Answer Booklet/Paper

READ THESE INSTRUCTIONS FIRST

If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer the questions on one of the Depth Studies.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

www.XtremePapers.com

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DEPTH STUDY A: GERMANY, 1918–1945

1 Study the sources, and then answer the questions which follow.

Source A

We demand the right of work and a decent living for every working German. We demand homes for German soldiers and workers. If there is not enough money to build them, drive out the foreigners so that Germans can live on German soil! These days anyone has the right to speak in Germany – everyone but the German worker. He has to shut up and work. Every four years he elects a new set of torturers, and everything remains the same. We should tolerate it no longer. We demand the end of exploitation! Germany for the Germans!

From a leaflet written by Joseph Goebbels in 1927.

Source B

In 1929 the Nazi Party still had financial problems but was beginning to profit from increasing middle-class membership and major business leaders’ support. Regional organizations, trained speakers and carefully targeted propaganda efforts began to win support in rural areas in 1929–30. Winning support from town-based industrial workers proved to be far more difficult. The early anti-capitalism of the Party had not persuaded most of the working-class to give up their support for the Social Democrats or the Communist Party (KPD). Between them these two parties gained 220 Reichstag seats in the 1930 election, just over double the Nazi number. Hitler’s attempted solution was to promise everything to everybody.

From a British history of Germany, 2002.

(a) (i) Study Source A.

What can you tell from this source about the aims of the Nazi Party? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Nazis were successful by 1930? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about Nazi methods of gaining support? Explain your answer. [7]

(b) (i) What was proportional representation? [2]

(ii) What was the Nazi view of cultural developments in Weimar Germany? [4]

(iii) Why was there support for Nazi views on race in Germany? [6]

(iv) ‘Fear of Communism was the main reason for the increase in support for the Nazis between 1930 and 1933.’ How far do you agree? Explain your answer. [8]

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DEPTH STUDY B: RUSSIA, 1905–1941

2 Study the sources, and then answer the questions which follow.

Source A

Wages are being reduced. Rent allowances and bonuses are being taken away. Hours of work are being extended. Workers who make trouble are being blacklisted. The system of fines and beating workers is in common use.

Joseph Stalin, writing in 1901.

Source B

On the side where the nobility stood, the hall rang with orchestrated cheers as the Tsar approached the throne. The Duma deputies remained completely silent. It was a natural expression of our feelings towards the monarch, who in twelve years of his reign had managed to destroy all the prestige of his predecessors. The feeling was mutual: not once did the Tsar glance to the Duma side of the hall. Sitting on the throne he delivered a short speech in which he promised to uphold the principles of autocracy ‘with unwavering firmness’ and, in a tone of obvious insincerity, greeted the Duma deputies as ‘the best people’ of his Empire. With that he got up to leave.

From the 1925 memoirs of a Duma deputy, writing about the first meeting of the Duma in April 1906.

(a) (i) Study Source A.

What can you tell from this source about working conditions in Russia at the start of the century? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show evidence that the first meeting of the Duma was held in an atmosphere of respect? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about Tsarist Russia? Explain your answer. [7]

(b) (i) Who was Father Gapon? [2]

(ii) Outline the impact of the Russo-Japanese War (1904–5) on the people of Russia. [4]

(iii) Why was Tsar Nicholas II able to bring the 1905 Revolution to an end? [6]

(iv) How far had Tsar Nicholas II restored his power by 1914? Explain your answer. [8]

School
School
School
School
School

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DEPTH STUDY C: THE USA, 1919–1941

3 Study the sources, and then answer the questions which follow.

Source A

The bankers have failed through their own stubbornness and incompetence. These unscrupulous money-changers stand accused in the court of public opinion, rejected by the hearts and minds of men. True they have tried, but their efforts have been of no use. Faced by the failure of credit they have proposed only the lending of more money. Without the lure of profit to persuade our people to follow their false leadership, these bankers plead tearfully for restored confidence. They have no vision and without it the people perish.

From F. D. Roosevelt’s first speech as President, March 1933.

Source B

The New Deal provided help for the ‘little man’ and improved job opportunities, working conditions, wages and living standards. Roosevelt restored faith in American government so that people now looked to the President to fix their problems. Little help was given to women and minority groups, so in that sense it was traditional policy! On the national level, federal government took over many matters once reserved for state governments, or set up joint programmes with them. The 1935 Banking Act was intended to give the federal government control of banking, through the Federal Reserve Board. Strong opposition from the bankers led to a compromise but this was a major, long-lasting reform.

From a British history of the USA, 1998.

(a) (i) Study Source A.

What can you tell from this source about banking in the early 1930s? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the New Deal brought major change? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about President Roosevelt? Explain your answer. [7]

(b) (i) What was the purpose of FERA? [2]

(ii) Describe the work of the Public Works Administration. [4]

(iii) Why did Roosevelt introduce so many changes in the first ‘Hundred Days’ of his Presidency? [6]

(iv) How far do you agree that agricultural areas and agricultural workers benefited most from the New Deal? Explain your answer. [8]

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DEPTH STUDY D: CHINA, 1945–c.1990

4 Study the sources, and then answer the questions which follow.

Source A

In a remarkably short time the Communists had suppressed banditry, restored the battered railroad system to operation, and repaired and extended the badly neglected drainage system. They also replaced the dishonest bureaucratic system of local government with apparently incorruptible Communist cadres, introduced a stable currency and enforced a nationwide tax system.

From a US Congress report, 1967, on progress made by the Chinese Communist Government in its early years in power.

Source B

The first half of 1955 was simply awful with black clouds all over the sky. There were curses against us everywhere. People said we were no good. In the latter half of the year, the curses disappeared. Some happy events emerged. A good harvest and collectivisation were two big happy events, and then there was the purge of counter-revolutionaries, another happy event.

Mao speaking in 1956 to senior government colleagues.

(a) (i) Study Source A.

What can you tell from this source about the early years of the Communist regime in China? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that Mao was satisfied with progress in 1955? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Communist government? Explain your answer. [7]

(b) (i) What was the Kuomintang? [2]

(ii) What were collective farms? [4]

(iii) Why were Mao and other Communist Party officials criticised in the Hundred Flowers campaign? [6]

(iv) How successful were changes made in China in education, health and the status of women in the period 1949 to 1958? Explain your answer. [8]

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DEPTH STUDY E: SOUTHERN AFRICA IN THE TWENTIETH CENTURY

5 Study the sources, and then answer the questions which follow.

Source A

In 1919 the Industrial and Commercial Workers’ Union (ICU) was set up in Cape Town by Clements Kadalie, a dock worker. By 1927 the ICU had over 100 000 members, mainly black and coloureds, throughout every town and rural area in South Africa. Kadalie made speeches to huge meetings about the various problems the non-whites faced and these were reported in all the newspapers. However, Kadalie often disagreed with other ICU leaders, many of whom were Communists, who wanted the union to concentrate on strikes to improve wages and working conditions. In 1926 the Communists were expelled and by 1929 the ICU began to crumble – by 1931 it had broken up.

From a socialist history of trade unions, 1985.

Source B

Black protest was frequent but usually local and short-lived as no organisation was able to co-ordinate it continuously. ANC leaders, mainly middle-class, could not work with the ICU nor the Communist Party and remained committed to peaceful protest. One of the many failures of the ICU was that it did not manage to recruit the Rand workers. The twelve day strike in 1920 by 70 000 black Rand mineworkers did lead to improved working conditions, but not to higher wages. In 1920 large groups of women, risking imprisonment, protested against the law requiring them to carry Pass Books – the law was repealed and was not introduced again until 1956. The government dealt mildly with black opposition but between 1927 and 1930 black political meetings were banned and the movement of some of the ICU and Communist leaders, but not of the ANC, was restricted.

From a British school history textbook on South Africa, 1990.

(a) (i) Study Source A.

What can you tell from this source about Clements Kadalie? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that black organisations were successful in the 1920s? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Industrial and Commercial Workers’ Union? Explain your answer. [7]

(b) (i) Name two of the Prime Ministers of South Africa between 1910 and 1939. [2]

(ii) Describe what Afrikaners meant by ‘the Covenant’. [4]

(iii) Why did poor white South Africans feel neglected after 1910? [6]

(iv) ‘The most important legal limitation on blacks in the period 1910–39 was the restriction on where they could live.’ How far do you agree? Explain your answer. [8]

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DEPTH STUDY F: ISRAELIS AND PALESTINIANS, 1945–c.1994

6 Study the sources, and then answer the questions which follow.

Source A

The heavy bombardments, the enormous destruction and high number of casualties among the refugees and the Lebanese population were supposed to make it easier for the Israeli army to occupy the area with a low number of casualties. Thus an immoral act was done: in order to lessen the number of our casualties our government was prepared to cause heavy casualties on the other side, including civilians, even Lebanese, who are not involved in the war between Israel and the Palestinians.

An Israeli professor, writing in an Israeli newspaper, June 1982.

Source B

To Israelis the Shiites represented a new and, in some ways, a more frightening enemy than the Palestinians. Yet when Israel invaded Lebanon in 1982, the Shiites had first welcomed them as liberators and gave them rice and garlands of flowers. For more than a decade the Palestinians had dominated the Shiites in South Lebanon. When the Shiites wanted their villages back, however, the Israelis refused to go home. Soon Shiites were dragged into the Israeli terror. Many of their people died. A resistance militia was formed. Their targets were not only Israelis but also their Christian allies.

From a British textbook, written in 1987.

(a) (i) Study Source A.

What does this source tell you about the Israelis in 1982? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Israeli invasion of Lebanon was welcome? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about the Israeli invasion of Lebanon? Explain your answer. [7]

(b) (i) What is the Knesset? [2]

(ii) Describe President Sadat’s visit to Israel in November 1977. [4]

(iii) Why did the Israeli army invade Lebanon in 1982? [6]

(iv) ‘Israel’s invasion of Lebanon in 1982 was a failure.’ How far do you agree with this statement? Explain your answer. [8]

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DEPTH STUDY G: THE CREATION OF MODERN INDUSTRIAL SOCIETY

7 Study the sources, and then answer the questions which follow.

Source A

England asked for profits and received profits. Everything turned to profit. The towns had their profitable slums, their profitable ignorance. The new town was not a home where men could find beauty, happiness, leisure, learning and religion but a bare and desolate place without colour, air or laughter. The new factories and furnaces were evidence of man’s enslavement, rather than of his power.

From a book written by two socialists in 1905.

Source B

It is questionable if all the mechanical inventions yet made have lightened the day’s toil of any human being. They have enabled a greater proportion of the population to live a life of drudgery and imprisonment, and an increased number of manufacturers and others to make fortunes. They have increased the comforts of the middle classes.

The English philosopher John Stuart Mill, writing in 1848.

(a) (i) Study Source A.

What can you tell from this source about the Industrial Revolution? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that the Industrial Revolution brought benefits? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about British people during the Industrial Revolution? Explain your answer. [7]

(b) (i) Name two of the processes which improved the manufacture of steel in the nineteenth century. [2]

(ii) What were the benefits of steam power? [4]

(iii) Why did Parliament pass so much legislation concerning work in factories and mines in the nineteenth century? [6]

(iv) How far did workers benefit from the Industrial Revolution? Explain your answer. [8]

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DEPTH STUDY H: THE IMPACT OF WESTERN IMPERIALISM IN THE NINETEENTH CENTURY

8 Study the sources, and then answer the questions which follow.

Source A

We were promised cotton, sugar and indigo, commodities which savages never produced, and, of course, we got none. We were promised trade and there is no trade. We were promised converts and not one has been made. We were promised that the climate was healthy and some of our best missionaries, with their wives and children, have died in the malarious swamps.

From ‘The Times’ newspaper in 1863 after the Prime Minister, Palmerston, had said the government was unwilling to take over more colonies.

Source B

Britain was only one of many western nations involved in imperialism. Attainment of this goal of imperialist expansion was a sign of international prestige. After the industrial and scientific revolutions, European focus was on Africa and Asia. Because of the national pride in the achievements of those revolutions and the temptation of acquiring cheap natural resources of other lands, Europeans chose to control these lands and their people. There were some Europeans who found in imperialism the opportunity to do good works for these conquered people. Religiously-motivated Christians wanted to convert the people and humanitarians sought to bring aid in the form of medicine and social reform.

From an American view of nineteenth-century imperialism, 2007.

(a) (i) Study Source A.

What can you tell from this source about British attitudes towards imperialism in the nineteenth century? Support your answer with reference to the source. [6]

(ii) Study Source B.

How far does this source show that European motives for imperialism were good? Explain your answer. [7]

(iii) Study both sources.

Is one of these sources more useful than the other as evidence about imperialism? Explain your answer. [7]

(b) (i) What was a missionary? [2]

(ii) What part did trade play in bringing Europeans to Africa? [4]

(iii) Why were African colonies slow to be developed? [6]

(iv) How far did European imperialism achieve its aims in the nineteenth century? Explain your answer. [8]

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Copyright Acknowledgements:

Depth Study A Source B © Karl Bracher; The German Dictatorship; Penguin; 1973.Depth Study E Source B © M Roberts; A History of South Africa; Longman Group UK Ltd; 1990.Depth Study F Source A © S J Perkins; The Arab-Israeli Conflict; Macmillan Educational; 1987.Depth Study F Source B © S J Perkins; The Arab-Israeli Conflict; Macmillan Educational; 1987.Depth Study H Source B © JKR aka Teeth & Claws; teethandclaws.blogspot.com.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.