GCSE History B(Modern World)

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GCSEHistoryB(ModernWorld)OCRGCSE(FullCourse)inHistoryBJ417July2009©OCR2009QAN500/4664/0 Contents1AbouttheseQualifications41.1GCSE(FullCourse)51.2QualificationTitlesandLevels51.3AimsandLearningOutcomes61.4PriorLearning/Attainment62SummaryofContent72.1GCSEUnits72.2EntryCodes93Content103.1UnitA971:AspectsofInternationalRelations,1919–2005,andthechosenDepthStudy103.2UnitA972:BritishDepthStudy293.3UnitA973:HistoricalEnquiry324SchemeofAssessment374.1SchemeofAssessment374.2EntryOptions384.3Tiers394.4AssessmentAvailability404.5AssessmentObjectives404.6QualityofWrittenCommunication415ControlledAssessment425.1TheControlledAssessmentUnit425.2Tasksetting425.3Tasktaking435.4Taskmarking445.5MinimumrequirementsforControlledAssessment466TechnicalInformation476.1MakingUnitEntries476.2TerminalRules476.3UnitandQualificationRe-sits476.4MakingQualificationEntries486.5Grading486.6ResultEnquiriesandAppeals496.7Shelf-LifeofUnits496.8GuidedLearningHours496.9CodeofPractice/SubjectCriteria/CommonCriteriaRequirements496.10ClassificationCode506.11DisabilityDiscriminationActInformationRelatingtothisSpecification506.12ArrangementsforCandidateswithParticularRequirements516.13OCR-Repository512©OCR2009GCSEHistoryBJuly2009 Content7OtherSpecificationIssues527.1OverlapwithotherQualifications527.2ProgressionfromtheseQualifications527.3Spiritual,Moral,Ethical,Social,Legislative,EconomicandCulturalIssues527.4SustainableDevelopment,HealthandSafetyConsiderationsandEuropeanDevelopmentsConsistentwithInternationalAgreements527.5AvoidanceofBias537.6Language537.7KeySkills537.8ICT547.9Citizenship55AppendixA:GradeDescriptions56AppendixB:MarkingCriteriaforControlledAssessments58AppendixC:GuidancefortheProductionofElectronicControlledAssessment61Verticalblacklinesindicateasignificantchangetothepreviousprintedversion.Changescanbefoundonpages9,32,38and47.©OCR20093GCSEHistoryBJuly2009 1AbouttheseQualificationsThisbookletcontainsOCR’sGCSEspecificationinHistoryBforteachingfromSeptember2009.Keyfeatures•AclearprogressionroutetotherevisedOCRA/ASLevelHistoryspecifications.•AspectsofInternationalRelations,1919–2005,chartingkeychanges,definingkeyissuesandincludingkeypeopleandevents.•Arangeofoptionaldepthstudies,focussingonkeyfeaturesandcharacteristicsofparticularsocietiesoverashorterperiod•AchoiceofonefromtwodepthstudiesonBritishhistory,assessedthroughasourcesinvestigationinUnitA972.•HistoricalEnquirycontrolledassessment(25%)whichrequiresthecompletionofonetask.•AssociatedGCSEHistoryShortCoursequalification.Thisspecificationrequiresthestudyof:•Keyevents,people,changesandissuesidentifiedthroughkeyquestionsandfocuspointsinthecore,depthstudiesandcontrolledassessment•Keyfeaturesandcharacteristicsoftheperiods,societies,situationsspecified,and,whereappropriate,thesocial,cultural,religiousandethnicdiversityofthesocietiesstudiedandtheexperiencesofmenandwomeninthesesocietiesinthedepthstudies•AsignificantelementofBritishhistory,buildingontheknowledge,skillsandunderstandingacquiredatKeyStage3,intheBritishDepthStudywhichrequiresastudyofsocialchangeinBritaineitherbetween1890and1918orbetween1939and1975•Historyontwodifferentscales:international,throughthestudyofAspectsofInternationalRelations,andnational,byofferingtheopportunitytostudyindepthasignificantperiodfromthehistoryofonecountry•Historyintwodifferentways:anoutlinestudyofdevelopmentsinAspectsofInternationalRelationsfromtheendoftheFirstWorldWartothefallofCommunisminEasternEurope,andstudiesindepthoverashorterperiodofsocieties'intheround'.Thecorecontentwillbeconcernedwithasingletheme(AspectsofInternationalRelations)overalongerperiodoftimethanthatcoveredbythedepthstudies.Thedepthstudieswillbeconcernedwiththevariousaspectsofpolitical,social,economicandculturaldevelopmentinasinglesociety•Historyfromavarietyofperspectives:political,social,economicandcultural,inparticularthroughthedepthstudies•Historythrougharangeofsourcesofinformation,includingICT,appropriatetotheperiod,suchaswrittenandvisualsources,artefacts,music,oralaccounts,andbuildingsandsites,asdemonstratedincontrolledassessment,andinpreparationforthesourcesinvestigationinUnitA972.4©OCR2009GCSEHistoryBJuly2009 1.1GCSE(FullCourse)FromSeptember2009,theGCSEismadeupofthreemandatoryunits.Twooftheseunitsareexternallyassessed.Thethirdunitiscontrolledassessment,whichisinternallyassessed.UnitA971:AspectsofInternationalRelations,1919–2005,andthechosenStudyinDepth.UnitA972:BritishDepthStudy.UnitA973:HistoricalEnquiry.TheshortcourseforHistoryBisavailableasaseparatespecification(J117).1.2QualificationTitlesandLevelsThisqualificationisshownonacertificateas:•OCRGCSEinHistoryB.Thisqualificationisapprovedbytheregulatoryauthorities(QCA,DCELLSandCCEA)aspartoftheNationalQualificationsFramework.CandidateswhogainGradesDtoGwillhaveachievedanawardatFoundationLevel1(Level1oftheNationalQualificationsFramework).CandidateswhogainGradesA*toCwillhaveachievedanawardatIntermediateLevel2(Level2oftheNationalQualificationsFramework).©OCR20095GCSEHistoryBJuly2009 1.3AimsandLearningOutcomesGCSEspecificationsinhistoryshouldencouragecandidatestobeinspired,movedandchangedbyfollowingabroad,coherent,satisfyingandworthwhilecourseofstudyandgainaninsightintorelatedsectors.Theyshouldpreparecandidatestomakeinformeddecisionsaboutfurtherlearningopportunitiesandcareerchoices.GCSEspecificationsinhistorymustenablecandidatesto:•Activelyengageintheprocessofhistoricalenquirytodevelopaseffectiveandindependentcandidatesandascriticalandreflectivethinkerswithenquiringminds•Developtheirknowledgeandcoherentunderstandingofselectedperiods,societiesandaspectsofhistory•Developanawarenessofhowthepasthasbeenrepresented,interpretedandaccordedsignificancefordifferentreasonsandpurposes•Developtheabilitytoaskrelevantquestionsaboutthepastandtoinvestigatethemcriticallyusingarangeofsourcesintheirhistoricalcontext•Organiseandcommunicatetheirhistoricalknowledgeandunderstandingincreativeanddifferentwaysandreachsubstantiatedjudgments•Recognisethattheirhistoricalknowledge,understandingandskillshelpthemunderstandthepresentandalsoprovidethemwithabasisfortheirroleasresponsiblecitizens,aswellasforthepossiblefurtherstudyofhistory.1.4PriorLearning/AttainmentCandidatesenteringthiscourseshouldhaveachievedageneraleducationallevelequivalenttoNationalCurriculumLevel3,orEntry3atEntryLevelwithintheNationalQualificationsFramework.6©OCR2009GCSEHistoryBJuly2009 2SummaryofContent2.1GCSEUnitsUnitA971:AspectsofInternationalRelations,1919–2005,andthechosenStudyinDepthThecontentconsistsofacoreonAspectsofInternationalRelations,1919–2005,whichisdividedintothreesections.Candidatesstudyanyoneofthefollowingsections.SectionA:TheInter-WarYears,1919–1939SectionB:TheColdWar,1945–1975SectionC:ANewWorld?1948–2005andoneStudyinDepthchosenfromthefollowing:Germany,1918–1945Russia,1905–1941TheUSA,1919–1941Mao’sChina,c.1930–1976CausesandEventsoftheFirstWorldWar,1890–1918EndofEmpire,c.1919–1969TheUSA,1945–1975:LandofFreedom?UnitA972:BritishDepthStudyCandidatesstudyoneofthefollowing:•HowwasBritishsocietychanged,1890–1918?•HowfardidBritishsocietychange,1939–1975?©OCR20097GCSEHistoryBJuly2009 UnitA973:HistoricalEnquiryOCRwillissueataskforeachofthecontrolledassessmentoptions.Centresmaymakeminimaladaptationtothetaskstosuittheircentrespecificrequirements.Thesetaskswillberenewedeachyear.Thetaughtcourseandthetaskmaybecompletedatanystageduringthecourseofstudy.Candidatesmustnotbasetheircontrolledassessmenttaskoncontentthatwillbeexaminedinanyotherunitinthespecification.Controlledassessmentmustbebasedononeoffouroptions:•TheRoleoftheIndividualinHistory•AThematicStudyinTwentiethCenturyHistory•AModernWorldStudy•AStudyinDepth.8©OCR2009GCSEHistoryBJuly2009 2.2EntryCodesTheentrycodesbelowcombinetwoexaminedunitsandthecontrolledassessmentunitcodes.Thisoptioncodeneedstobecombinedwithacontrolledassessmentcomponentcode.Pleaseseesection6.1forthisinformation.J417HistoryB(ModernWorld)(Certification)Foracertificatecandidatesmusthavetakenthreeunitsasfollows.Onefrom:AspectsofInternationalRelations,1919–2005,andthechosenStudyinDepthA971A11Germany,1918–1945DepthStudyA971B12Russia,1905–1941DepthStudyA971C13TheUSA,1919–1941DepthStudyA971D14Mao’sChina,c.1930–1976DepthStudyA971E15CausesandEventsoftheFirstWorldWar,1890–1918DepthStudyA971F16EndofEmpire,c.1919-1969DepthStudyA971G17TheUSA,1945–1975:LandofFreedom?DepthStudyandonefrom:BritishDepthStudyA972A21HowwasBritishsocietychanged,1890–1918?A972B22HowfardidBritishsocietychange,1939–1975?andonefrom:HistoricalEnquiryA973A01OCRRepositoryA973B02PostalModeration©OCR20099GCSEHistoryBJuly2009 3Content3.1UnitA971:AspectsofInternationalRelations,1919–2005,andthechosenDepthStudyThisunitconsistsofacoreonAspectsofInternationalRelations,1919–2005,ofwhichcandidatesmuststudyone,andarangeofDepthStudiesfromwhichonemustbestudied.ThespecifiedcontentisdefinedthroughanumberofKeyQuestionsandFocusPoints.TheKeyQuestionsdefinethetopicsaswellasencouraginganissues-basedandinvestigativeapproachtothecontent.FocusPointsindicatetheissuesthatneedtobeaddressedineachKeyQuestion.CandidateswillbeexpectedtodemonstrateunderstandingoftheKeyQuestionsandFocusPointsusingknowledgeofrelevanthistoricalexamples.Teachersareexpectedtopresentcandidateswithdifferentinterpretationsfromavarietyofperspectiveswhichwillenablecandidatestoformtheirownopinionsandconclusionsontheseevents.Part1:CoreContent:AspectsofInternationalRelations,1919–2005SectionA:TheInter-WarYears,1919–1939KeyQuestion1:WerethePeaceTreatiesof1919–1923fair?FocusPoints•WhatwerethemotivesandaimsoftheBigThreeatVersailles?•Whydidthevictorsnotgeteverythingtheywanted?•Whatweretheimmediatereactionstothepeacesettlement?•Couldthetreatiesbejustifiedatthetime?SpecifiedContentThepeacetreatiesof1919–1923(Versailles,StGermain,Trianon,SèvresandLausanne);therolesofindividualssuchasWilson,ClemenceauandLloydGeorgeinthepeacemakingprocess;theimmediatereactionsto,andopinionsabout,thetreaties,especiallyinBritain,France,GermanyandtheUSA.10©OCR2009GCSEHistoryBJuly2009 KeyQuestion2:TowhatextentwastheLeagueofNationsasuccess?FocusPoints•WhatweretheaimsoftheLeague?•HowsuccessfulwastheLeagueinthe1920s?•HowfardidweaknessesintheLeague’sorganisationmakefailureinevitable?•HowfardidtheDepressionmaketheworkoftheLeaguemoredifficult?•WhydidtheLeaguefailoverManchuriaandAbyssinia?SpecifiedContentTheaimsoftheLeague,itsstrengthsandweaknessesinstructureandorganisation;successesandfailuresinpeacekeepingduringthe1920s;disarmament;theworkoftheCourtofInternationalJustice;theILOandtheSpecialCommissions;theimpactoftheWorldDepressionontheworkoftheLeagueafter1929;thefailuresoftheLeagueinManchuriaandAbyssiniaKeyQuestion3:Whyhadinternationalpeacecollapsedby1939?FocusPoints•Whatwerethelong-termconsequencesofthepeacetreatiesof1919–1923?•WhatweretheconsequencesofthefailuresoftheLeagueinthe1930s?•HowfarwasHitler’sforeignpolicytoblamefortheoutbreakofwarin1939?•Wasthepolicyofappeasementjustified?•HowimportantwastheNazi-SovietPact?•WhydidBritainandFrancedeclarewaronGermanyinSeptember1939?SpecifiedContentThecollapseofinternationalorderinthe1930s;theincreasingmilitarismofGermany,ItalyandJapan;Hitler’sforeignpolicyupto1939;theSaar,remilitarisationoftheRhineland,Austria,CzechoslovakiaandPoland;theNazi-SovietPact;appeasementandtheoutbreakofwarinSeptember1939.©OCR200911GCSEHistoryBJuly2009 SectionB:TheColdWar,1945–1975KeyQuestion4:WhowastoblamefortheColdWar?FocusPoints•WhydidtheUSA-USSRalliancebegintobreakdownin1945?•HowhadtheUSSRgainedcontrolofEasternEuropeby1948?•HowdidtheUSAreacttoSovietexpansionism?•WhowasmoretoblameforthestartoftheColdWar,theUSAortheUSSR?SpecifiedContentTheoriginsoftheColdWar;the1945summitconferencesincludingthepartsplayedbyChurchill,Roosevelt,StalinandTruman,andthebreakdownoftheUSA-USSRalliancein1945–6;SovietexpansioninEasternEurope;theIronCurtain;theTrumanDoctrineandtheMarshallPlan;theBerlinBlockadeanditsimmediateconsequences.KeyQuestion5:WhowontheCubanMissileCrisis?FocusPoints•HowdidtheUSAreacttotheCubanRevolution?•WhydidKhrushchevputmissilesintoCuba?•WhydidKennedyreactashedid?•WhowontheCubanMissileCrisis?SpecifiedContentTheCubanRevolutionandtheUSA'sreactiontoit;theBayofPigs;theeventsoftheCrisisincludingtherolesofKhrushchevandKennedy;theresolutionandtheconsequencesoftheCrisis.KeyQuestion6:WhydidtheUSAfailinVietnam?FocusPoints•WhydidtheUSAgetincreasinglyinvolvedinVietnam?•WhatwerethedifferentwaysthattheUSAandtheCommunistsfoughtthewar?•Whosetacticswerethemosteffective–theUSA’sortheCommunists’?•WhydidtheUSAwithdrawfromVietnam?SpecifiedContentIncreasingAmericaninvolvementinVietnamunderEisenhower,KennedyandJohnson;themaineventsofthewarandthetacticsusedbythetwosides;reasonsforAmericanwithdrawal.12©OCR2009GCSEHistoryBJuly2009 SectionC:ANewWorld?1948–2005KeyQuestion7:HowsecurewastheUSSR’scontroloverEasternEurope,1948–c.1989?FocusPoints•WhywasthereoppositiontoSovietcontrolinHungaryin1956andCzechoslovakiain1968,andhowdidtheUSSRreacttothisopposition?•HowsimilarwereeventsinHungaryin1956andinCzechoslovakiain1968?•WhywastheBerlinWallbuiltin1961?•Howimportantwas‘Solidarity’?•HowfarwasGorbachevresponsibleforthecollapseoftheSovietEmpire?SpecifiedContentThenatureofSovietcontrolinEasternEuropefrom1948;theHungarianUprisingof1956andtheSovietreaction;thebuildingoftheBerlinWallin1961;the‘PragueSpring’of1968andtheSovietreaction;‘Solidarity’inPoland;Gorbachev’spoliciesandotherfactorsandthecollapseofSovietcontrolinEasternEurope,includingthefalloftheBerlinWall.KeyQuestion8:Howeffectivehasterrorismbeensince1969?FocusPoints•Whatisterrorism,whydopeoplebecometerrorists,whydopeople/organisationsresorttoterrorism?•Whyisterrorismgenerallycondemned?Isterrorismeverjustified?•Whatrolesdoreligion,nationalismandideologyplayinterrorism?•Howdifferentareterroristgroupsintheirmembership,aims,motivesandmethods?•Howimportantaretheleadersofterroristgroups?•Howhavegovernmentsreactedtoterrorism?•Howeffectivehaveterroristgroupsbeen?Whatexplainstheirsuccessorfailure?SpecifiedContentThedebateabout‘terroristorfreedomfighter?’Theaims,methods,andeffectivenessof:(i)theProvisionalIRA,1969–1998;fromtheemergenceoftheIRAtotheGoodFriday©OCR200913GCSEHistoryBJuly2009 Agreement;(ii)thePalestineLiberationOrganisation,1969–1993,fromYasserArafatbecomingChairmantotheOsloAccords:aterroristorganisation?(iii)Al-Qaeda,fromthemid-1980sto2004.TheemergenceofAl-QaedafromtheresistanceagainsttheSovietinvasionofAfghanistantotheAmerican‘WaronTerror’post9/11.Candidateswillnotberequiredtohaveadetailedknowledgeofthehistoryofthesethreegroupsbutwillneedtohaveknowledgeofthemaineventsanddevelopmentsrelatingtothem.KeyQuestion9:WhatisthesignificanceoftheIraqWar?FocusPoints•Whydidthemulti-nationalforceinvadeIraqin2003?•Wastheinvasionlegal?Whywasthereoppositioninmanycountriestotheinvasion?•Howwastheinvasioncompletedsoquickly?•WhatweretheconsequencesoftheinvasioninsideIraqandinternationally?•WastheinvasionofIraqasuccess?SpecifiedContentThedebateoverweaponsofmassdestruction,SaddamHussein’shumanrightsrecord,claimsabouthislinkswithal-Qaeda,9/11,spreadingdemocracy,Iraq’soil,theroleofreligionwithinIraqisocietyandthedivisionswithinIraqisociety.TherolesoftheUN,BushandBlair.OppositiontotheinvasioninBritainandinotherpartsoftheworld.Themaineventsoftheinvasion.Thepost-invasionconditionofIraq:breakdowninlawandorder,theinsurgency,themethodsusedbytheAmericansandtheBritishagainsttheinsurgency.EverydaylifefortheIraqipeople,humanrightsabuses.Theelectionsof2005andthesettingupoftheTransitionalGovernment.TheinternationalconsequencesoftheIraqWar.14©OCR2009GCSEHistoryBJuly2009 Part2:StudiesinDepthCandidatesmuststudyoneofthefollowing:DepthStudy11Germany,1918–1945DepthStudy12Russia,1905–1941DepthStudy13TheUSA,1919–1941DepthStudy14Mao’sChina,c.1930–1976DepthStudy15TheCausesandEventsoftheFirstWorldWar,1890–1918DepthStudy16EndofEmpire,c.1919–1969DepthStudy17TheUSA,1945–1975:LandofFreedom?TheStudyinDepthisdesignedtoenablecandidatestodevelopandenrichtheirunderstandingofpeopleandproblemsinthepastthroughthestudyofsocial,economic,political,culturalandreligiousaspectsofacountryoverarelativelyshortperiodoftime(approximately30–50years).EachStudyinDepthisorganisedthroughanumberofKeyQuestionsandFocusPoints.TheFocusPointsindicatewhatisinvolvedinaddressingeachKeyQuestion.CandidateswillbeexpectedtodemonstrateunderstandingoftheseKeyQuestionsandFocusPointsusingknowledgeofthespecifiedcontent.TherearetimeswhenaFocusPointisusedtosetthesceneforaKeyQuestionbutwithoutapparentlybearingdirectlyontheKeyQuestionitself.ThisisinordertoindicatewhatisrequirediftheKeyQuestionistobeaddressedadequately.DepthStudy11:Germany,1918–1945KeyQuestion1:WastheWeimarRepublicdoomedfromthestart?FocusPoints•HowdidGermanyemergefromdefeatintheFirstWorldWar?•WhatwastheeconomicandpoliticalimpactoftheTreatyofVersaillesontheWeimarRepublic?•TowhatextentdidtheRepublicrecoverafter1923?•WhatweretheachievementsoftheWeimarperiod?SpecifiedContentTheRevolutionof1918–19andtheestablishmentoftheRepublic;theimpactoftheTreatyofVersaillesonGermanpoliticsandtheGermaneconomy;theWeimarConstitution;thepoliticaldisorderof1920–1923;economicdistressandhyper-inflation;theoccupationoftheRuhr;theStresemannera–recoveryathomeandabroad;underlyingweaknessesoftheRepublic;culturalachievementsoftheWeimarperiod.©OCR200915GCSEHistoryBJuly2009 KeyQuestion2:WhywasHitlerabletodominateGermanyby1933?FocusPoints•WhatdidtheNaziPartystandforinthe1920s?•WhydidtheNazishavelittlesuccessbefore1930?•WhywasHitlerabletobecomeChancellorby1933?•HowdidHitlerconsolidatehispowerin1933?SpecifiedContentTheearlyyearsoftheNaziParty;Naziideasandmethods;theMunichPutsch;therolesofHitlerandotherNazileadersandthechangeoftacticsafterthePutsch;theimpactoftheDepressiononGermany;thepolitical,economicandsocialcrisisof1930–33;reasonsforgrowingsupportfortheNazisandtheelectionresults1928–33;howHitlerbecameChancellorin1933;theReichstagFire,Hitler’suseofemergencypowers,theEnablingActof1933.KeyQuestion3(a):TheNaziregime:howeffectivelydidtheNaziscontrolGermany,1933–1945?FocusPoints•HowmuchoppositionwastheretotheNaziregime?•HoweffectivelydidtheNazisdealwiththeirpoliticalopponents?•HowdidtheNazisuseculture,propagandaandthemassmediatocontrolthepeople?•WhydidtheNazispersecutemanygroupsinGermansociety?SpecifiedcontentThenatureofNaziruleinGermany;theNightoftheLongKnives;thedeathofHindenburg;removalofopposition,methodsofcontrolandrepressionandtherolesoftheSSandtheGestapo;theuseofculture,propagandaandthemassmedia;oppositiontoNazirule–theCommunists,churchleaders,passiveresistance,youthgroups,growingoppositionduringthewarincludingfromwithinthearmy;persecutionoftheJewsandtheFinalSolution;thepersecutionofotherminorities.16©OCR2009GCSEHistoryBJuly2009 KeyQuestion3(b):TheNaziregime:whatwasitliketoliveinNaziGermany?FocusPoints•WhatwasthepurposeoftheHitlerYouth?•HowsuccessfulwereNazipoliciestowardswomenandthefamily?•WeremostpeoplebetteroffunderNazirule?•HowdidthecomingofwarchangelifeinGermany?SpecifiedContentTheHitlerYouthandtheLeagueofGermanMaidens;theaimsanddevelopmentofNazipoliciestowardswomenandthefamily;theeffectivenessofGermaneconomicpolicies;rearmament;theimpactoftheSecondWorldWaronthelivesoftheGermanpeople;theconversiontowareconomy.DepthStudy12:Russia,1905–1941KeyQuestion1:WhydidtheTsaristregimecollapsein1917?FocusPoints•HowdidtheTsarsurvivethe1905revolution?•HowwelldidtheTsaristregimedealwiththedifficultiesofrulingRussiaupto1918?•HowfarwastheTsarweakenedbytheFirstWorldWar?•WhywastherevolutionofMarch1917successful?SpecifiedContentThemainfeaturesofRussiansocietyandTsaristruleintheearlytwentiethcentury;the1905Revolutionanditsaftermath;attemptsatreform;theFirstWorldWaranditsimpactontheRussianpeople;theTsar’srunningofthewar;theroleofRasputin;theMarchRevolutionof1917.©OCR200917GCSEHistoryBJuly2009 KeyQuestion2:HowdidtheBolsheviksgainpower,andhowdidtheyconsolidatetheirrule?FocusPoints•HoweffectivelydidtheProvisionalGovernmentruleRussiain1917?•WhyweretheBolsheviksabletoseizepowerinNovember1917?•WhydidtheBolshevikswintheCivilWar?•HowfarwastheNewEconomicPolicyasuccess?SpecifiedContentTheProvisionalGovernmentandtheSoviets;thegrowingpowerofrevolutionarygroups;reasonsforthefailureoftheProvisionalGovernment;theBolshevikseizureofpower;theroleofLenin;themainfeaturesofBolshevikrule;theCivilWarandWarCommunism;reasonsfortheBolshevikvictory;theKronstadtRisingandtheestablishmentoftheNewEconomicPolicy.KeyQuestion3:HowdidStalingainandholdontopower?FocusPoints•WhydidStalin,andnotTrotsky,emergeasLenin’ssuccessor?•WhydidStalinlaunchthe‘Purges’?•WhatmethodsdidStalinusetocontroltheSovietUnion?•HowcompletewasStalin’scontrolovertheSovietUnionby1941?SpecifiedContentLenin’sdeathandthestruggleforpower;reasonsforStalin’semergenceasleaderby1928;Stalin’sdictatorship;useofterrorandlabourcamps;thePurges;Stalin’suseofpropaganda,officialcultureandthecultofpersonality.KeyQuestion4:WhatwastheimpactofStalin’seconomicpolicies?FocusPoints•WhydidStalinintroducetheFive-YearPlans?•WhydidStalinintroducecollectivisation?•HowsuccessfulwereStalin’seconomicchanges?•HowweretheSovietpeopleaffectedbythesechanges?18©OCR2009GCSEHistoryBJuly2009 SpecifiedContentStalin’seconomicpoliciesandtheirimpact;themodernisationofSovietindustry;theFive-YearPlans;collectivisationinagricultureandthekulaks;lifeintheSovietUnionandthedifferingexperiencesofsocialgroups,ethnicminoritiesandwomen.DepthStudy13:TheUSA,1919–1941KeyQuestion1:HowfardidtheUSeconomyboominthe1920s?FocusPoints•Onwhatwastheeconomicboombased?•Whydidsomeindustriesprosperwhilesomedidnot?•Whydidagriculturenotshareintheprosperity?•DidallAmericansbenefitfromtheboom?SpecifiedContentTheimpactoftheFirstWorldWarontheAmericaneconomy;theexpansionoftheUSeconomyduringthe1920s;massproductioninthecarandconsumerdurablesindustries;thefortunesofolderindustries;thedevelopmentandimpactofcredit,hirepurchaseandadvertising;increaseinstandardoflivingandconsumerism;thedeclineofagriculture;weaknessintheeconomybythelate1920s.KeyQuestion2:HowfardidUSsocietychangeinthe1920s?FocusPoints•Whatwerethe‘RoaringTwenties’?•HowwidespreadwasintoleranceinUSsociety?•Whywasprohibitionintroduced,andthenlaterrepealed?•Howfardidtherolesofwomenchangeduringthe1920s?SpecifiedContentSocietyinthe1920s;the‘RoaringTwenties’;filmandothermedia;changingattitudes;theRedScare;thecaseofSaccoandVanzetti;racerelationsanddiscriminationagainstAfricanAmericans;theKuKluxKlan;prohibitionandgangsterism;thechangingrolesofwomen.©OCR200919GCSEHistoryBJuly2009 KeyQuestion3:WhatwerethecausesandconsequencesoftheWallStreetCrash?FocusPoints•HowfarwasspeculationresponsiblefortheWallStreetCrash?•WhatimpactdidtheCrashhaveontheeconomy?•WhatwerethesocialconsequencesoftheCrash?•WhydidRooseveltwintheelectionof1932?SpecifiedContentTheWallStreetCrashanditsfinancialeffects;theeconomicandsocialeffectsforAmericansinurbanareasandinthecountryside;thereactionofPresidentHoovertotheCrashandtheDepression;theBonusMarchersand‘Hoovervilles’;thePresidentialelectionof1932;Hoover’sandRoosevelt’sprogrammes;reasonswhyRooseveltwon.KeyQuestion4:HowsuccessfulwastheNewDeal?FocusPoints•Whatwas‘theNewDeal’asintroducedin1933?•HowfardidthecharacteroftheNewDealchangeafter1933?•WhydidtheNewDealencounteropposition?•DidallAmericansbenefitfromtheNewDeal?•DidthefactthattheNewDealdidnotsolveunemploymentmeanthatitwasafailure?SpecifiedContentRoosevelt’sHundredDays;theNewDeallegislation;the‘alphabet’agenciesandtheirworkandtheeconomicandsocialchangestheycaused;theSecondNewDeal;theelectionof1936;oppositiontothenewDealfromtheRepublicans,therich,businessinterests,theSupremeCourtandradicalcriticslikeHueyLong;thestrengthsandweaknessesoftheNewDealprogrammeindealingwithunemploymentandtheDepression;theimpactoftheNewDealonthelivesofpeople.20©OCR2009GCSEHistoryBJuly2009 DepthStudy14:Mao’sChina,c.1930–1976KeyQuestion1:WhydidChinabecomeaCommuniststate?FocusPoints•WhydidtheCommunistsstarttheLongMarch?•HowfarwastheLongMarchasuccess?•HowfardidtheSecondWorldWarweakentheNationalistgovernmentandstrengthentheCommunists?•WhydidtheCommunistswintheCivilWar?SpecifiedContentTheruleofChiangKai-shekandthepeople;therelationshipbetweentheGuomindangandtheCommunists;ChiangKai-shek’sattackontheCommunists;theCommunistsinJianxi;theaimsandmaineventsoftheLongMarch;theCommunistsandthepeasants;Mao’simportanceatthistime;differentviewsaboutthesuccessoftheLongMarch;thesignificanceoftheLongMarch;theaftermathoftheSecondWorldWarinChina;theoutbreakofCivilWar;reasonsforthevictoryoftheCommunists;theestablishmentofthePeople’sRepublic,1949;thenatureofChineseCommunism.KeyQuestion2:HowfarhadCommunistrulechangedChinabythemid1960s?FocusPoints•WhatchangesinagriculturedidCommunistrulebring?•WhatwastheimpactoftheCommunists’socialreforms?•HowsuccessfulweretheFive-YearPlansinincreasingproduction?•DidtheChinesepeoplebenefitfromCommunistrule?SpecifiedContentCommunistruleinthe1950sand1960s;agrarianreformfrom1950;people’scourtsandthetreatmentoflandlords;establishmentofcollectivesandcommunes;industrialdevelopments;theFive-YearPlans,theGreatLeapForward;socialchanges;theroleofwomen,health,education;propagandaandthedestructionoftraditionalculture.©OCR200921GCSEHistoryBJuly2009 KeyQuestion3:WhatwastheimpactofCommunistruleonChina’srelationswithothercountries?FocusPoints•WhathavebeenChina’schangingrelationshipswithneighbouringstates?•WhydidChinatrytoimproverelationswiththeUSAafter1970?•HowfarwasChinaestablishedasasuperpowerbythetimeofMao’sdeath?SpecifiedContentChineseforeignpolicy:itschangingrelationshipwiththeUSSR;relationswithotherneighbouringcountries:Tibet,India,Vietnam,Taiwan;closerrelationswiththeUSAfrom1970;HongKong.KeyQuestion4:DidCommunismproduceacrueldictatorshipinChina?FocusPoints•Howsuccessfulwas‘TheHundredFlowersMovement’?•WhydidMaolaunchtheCulturalRevolution?•WhatwastheimpactoftheCulturalRevolutiononChina?•HowfarwasMaoagreatleaderofChina?SpecifiedContentTheCommunistPartydictatorship;repressionofpoliticalopposition;theHundredFlowersMovement;treatmentofminoritygroups;theCulturalRevolution;theroleandstatusofMao.22©OCR2009GCSEHistoryBJuly2009 DepthStudy15:CausesandEventsoftheFirstWorldWar,1890–1918KeyQuestion1:WhywasthereincreasingtensionbetweentheGreatPowers,1890–1914?FocusPoints•DidtheAllianceSystemmakewarmorelikely?•HowfardidcolonialproblemscreatetensionsbetweentheGreatPowers?•WhywereproblemsintheBalkanssodifficultfortheGreatPowerstosolve?•HowimportantwastheKaiserincausingtheworseninginternationalsituation?•Whydidthearmsraceescalate,1900–1914?SpecifiedContentTheAllianceSystem;thearmsrace;theMoroccanCrisesof1905and1911;colonialrivalries;developmentsintheBalkans;theroleoftheKaiser.KeyQuestion2:WhydidtheFirstWorldWarbreakoutin1914?FocusPoints•WhywasFranzFerdinandassassinated?•HowdidtheassassinationofFranzFerdinandleadtotheoutbreakofwar?•HowfarweretheactionsofAustria-Hungary,Britain,GermanyandRussiaresponsiblefortheoutbreakofwar?•HowfardidtheSchlieffenPlancontributetotheoutbreakofwar?SpecifiedContentTheassassinationofFranzFerdinand;thecrisisofJune–July1914;theSchlieffenPlan;theoutbreakofwar.©OCR200923GCSEHistoryBJuly2009 KeyQuestion3:WhathappenedontheWesternFront?FocusPoints•Whydidthewargetboggeddowninthetrenches?•Whatwaslivingandfightinginthetrencheslike?•HowfardidGeneralHaigmismanagetheBattleoftheSomme?•Howimportantwerenewdevelopmentssuchastanks,machineguns,aircraftandgas?•WhatwastheimportanceofAmerica’sentryintothewar?•WhydidGermanyagreetoanarmisticein1918?SpecifiedContentThemainbattlesontheWesternFrontincludingtheSomme;thenatureandproblemsoftrenchwarfare;theleadershipofGeneralHaig;Americanentryintothewar;theGermanoffensiveof1918andtheAlliedadvance;conditionsinGermanytowardstheendofthewar;theArmistice.KeyQuestion4:Howimportantweretheotherfronts?FocusPoints•Whowonthewaratsea?•WhathappenedintheGallipolicampaignof1915?•WhywasRussiadefeatedin1918?SpecifiedContentTheBattleofJutlandanditsconsequences;theblockadingofGermany;theuseofconvoysandsubmarines;thereasonsfortheGallipolicampaignandthemaineventsofthecampaign;eventsontheEasternFrontandthedefeatofRussia.24©OCR2009GCSEHistoryBJuly2009 DepthStudy16:EndofEmpire,c.1919–1969KeyQuestion1:WhydidBritain’sEmpiredeclineinthetwentiethcentury?ThefollowingfocuspointsshouldbeconsideredandappliedtothecasestudiesofIndiaandKenya.FocusPoints•WhatwastheextentoftheBritishEmpireaftertheFirstWorldWar?•WhatwastheextentoftheBritishEmpirein1970?•HowimportantinbringingaboutindependencewerefactorsfromwithinpartsoftheEmpire?•HowimportantinbringingabouttheendoftheEmpirewerefactorswithinBritain?•HowimportantinbringingabouttheendoftheEmpirewereotherfactors?SpecifiedContentAnoutlineoftheoverallsizeandmembershipoftheEmpireaftertheFirstWorldWarandin1970.FactorswithinpartsoftheEmpire:thenatureofBritain’sruleandreactionstoit;growingnationalismandpressurefromwithinforindependence.FactorswithinBritain:Britain’sdecliningeconomicposition;changesinpublicopinion,Labour’svictoryin1945,Macmillan’s‘WindofChange’speech.Otherfactors:theSecondWorldWar,Britain’sdeclineasaworldpower;theSuezcrisis,theattitudeoftheUSA;thedeclineofotherEuropeanempires.KeyQuestion2:WhydiddemandsforIndianindependencegrow?FocusPoints•HowdidBritainruleIndiaaftertheFirstWorldWar?•HowandwhydidpressuresforindependencefromwithinIndiagrow?•HowimportantwereindividualssuchasGandhiandNehru?•HowdidBritainreacttogrowingIndiannationalism?SpecifiedContentThe1919GovernmentofIndiaAct;theAmritsarMassacre,1919;thegrowthofoppositiontoBritishrule;thecampaignsofGandhi,NehruandtheCongressParty;masscivildisobedience;repressionbytheauthorities;theGovernmentofIndiaAct,1935.©OCR200925GCSEHistoryBJuly2009 KeyQuestion3:HowwelldidBritaindealwiththeissueofIndianindependence?FocusPoints•WhywasitdecidedtopartitionIndia?•Whywasthereviolencebetweenthedifferentreligiousgroups?•HowsuccessfulwasMountbatteninhishandlingoftheendingofBritishrule?SpecifiedContentTheimpactoftheSecondWorldWarandLabour’selectionvictory;theissueofreligiousdivisionswithinIndia(Hindus,MuslimsandSikhs);theroleofJinnahandtheMuslimLeague;thedecisiontopartitionIndia;riotingbetweenreligiousgroups;theroleofMountbattenandtheachievementofindependence.KeyQuestion4:WhywasthestruggleforindependenceinKenyasobitter?FocusPoints•WhydidAfricanpoliticalmovementsbegintodevelopintheperiodbeforetheSecondWorldWar?•WhatwerethecausesoftheMauMaurebellion?•WhydidBritainagreetoKenyanindependence?SpecifiedContentThegovernmentofKenya,theeconomicandpoliticalpowerofthesettlers;thesocial,economicandpoliticalgrievancesofAfricans,particularlydisputesoverlandownership;thedevelopmentofAfricanpoliticalmovementsandthesuppressionofthesemovements;theroleofJomoKenyatta;theimpactoftheSecondWorldWaronAfricans;theimpactofKenyatta’sreturnfromexile;thesuppressionoftheKAU;Kikuyusecretsocieties;arrestofKenyatta;therebelsandtheiraims,theextentoftherebellion.Themethodsusedbytherebelsandbytheauthorities;theendingoftherebellion;theAfricanelectionstoaLegislativeCouncil,theexodusofsomewhitesettlers;thedevelopmentofKANU,theelectionsof1961and1963,thereleaseofKenyatta,thewinningofindependencein1963.26©OCR2009GCSEHistoryBJuly2009 DepthStudy17:TheUSA,1945–1975:LandofFreedom?KeyQuestion1:Whywastherea‘RedScare’intheUSA?FocusPoints•HowdidtheinternationalsituationmakeAmericansmorefearfulofcommunism?•WhatwasMcCarthyism?•WhydidpeoplesupportMcCarthyism?•WhydidMcCarthyismdecline?SpecifiedContentTheCommunistvictoryinChina,theBerlinBlockade,Russia’satomicbomb,invasionbyNorthKoreaofSouthKorea;the1947FederalEmployeeLoyaltyProgram;fearofSovietspies:AlgerHiss,theRosenbergs;suspicionofliberalideas;McCarthy’sspeechinFebruary1950,theworkoftheHouse,theun-AmericanActivitiesCommittee;theworkoftheFBIandHoover,theuseofBlacklists;the1954CommunistControlAct;oppositiontoMcCarthyismbyactorsandintellectuals;courtdecisionsagainstMcCarthy,excessesofMcCarthy,theArmy-McCarthyhearings.KeyQuestion2:Howsuccessfulwasthestruggleforcivilrightsinthe1950s?FocusPoints•WhatwasthestateofcivilrightsinAmericainc.1950?•DidtheSecondWorldWarhaveanimpactonthepositionofAfricanAmericans?•Whywasthestruggleoverdesegregatededucationinthe1950simportant?•WhatwastheimportanceoftheMontgomeryBusBoycott?SpecifiedContentThepolitical,economicandsocialpositionofAfricanAmericansinc.1945;theimpactoftheSecondWorldWar;thestrugglebetweenthefederalgovernmentandindividualstates;BrownvTopekaBoardofEducation;LittleRockHighSchool,1957;RosaParksandtheMontgomeryBusBoycott,1955–6;theCivilRightsActsof1957and1960.KeyQuestion3:Whoimprovedcivilrightsthemostinthe1960sand1970s?FocusPoints•HowwereMartinLutherKing’sideasandmethodsdifferentfromthoseofMalcolmX?©OCR200927GCSEHistoryBJuly2009 •WhodidmoreforcivilrightsinAmerica,MartinLutherKingorMalcolmX?•Whowasmoreimportantinimprovingcivilrights,PresidentKennedyorPresidentJohnson?•DidtheBlackPowergroupsharmthestruggleforcivilrights?•HowfardidcivilrightsprogressunderNixon?SpecifiedContentTheideasandmethodsofMartinLutherKingandMalcolmX;theBirminghamprotests;themarchonWashingtonin1963;theFreedomSummercampaignof1964andtheMississippimurders;BlackPowergroupssuchastheNationofIslamandtheBlackPanthers;thepoliciesofKennedyandJohnson;the1964CivilRightsActandthe1965VotingRightsAct;theremainingsocialandeconomicinequalitiesofAfricanAmericans;affirmativeaction.KeyQuestion4:HowfardidothergroupsachievecivilrightsinAmerica?FocusPoints•WhydidimmigrationofHispanicAmericansincreaseaftertheSecondWorldWar?•WhatdidtheHispanicAmericansachieveintheircampaignforbetterrightsandconditions?•WhatweretheissuesfacedbyNativeAmericansinthe1970s?•WhatmethodsdidAmericanwomenusetoachieveequality?SpecifiedContentTheImmigrationActof1965;immigrationfromMexico;discriminationagainstHispanicAmericansandthestruggleforcivilrights;issuesfacingNativeAmericans;tribalgovernments;theBureauofIndianAffairsandthepolicyofassimilation;socialproblems,struggleforrights,forexample,WoundedKnee,1973.Theobstaclesfacingwomenatthebeginningofthe1960s;theimpactofthePill;thewomen’smovementanditsmethods;the1964CivilRightsAct;the1972EducationalAmendmentAct;theissueofabortion;thepositionofwomeninsocietybythemid1970s.28©OCR2009GCSEHistoryBJuly2009 3.2UnitA972:BritishDepthStudyThisunitinvolveshistoricalenquiryintoaperiodofBritishhistory.Itgivescandidatesopportunitiestoinvestigatespecifichistoricalquestions,problemsandissues;usearangeofhistoricalsourcesandreachreasonedconclusions;andanalyseandevaluatehowthepasthasbeeninterpretedandrepresentedindifferentways.Candidateswillbeexpectedtousetheircontextualknowledgetohelpthemcomprehend,interpret,evaluateandusesourcesandhistoricalinterpretationsandrepresentations.Thespecifiedcontentisdefinedthroughkeyquestionsandfocuspoints.Thekeyquestionsencourageanissues-basedandinvestigativeapproachtothecontent.Focuspointsindicatetheissuesthatneedtobeaddressedineachkeyquestion.Candidateswillbeexpectedtodemonstrateunderstandingofthekeyquestionsandfocuspointsusingknowledgeofrelevanthistoricalexamples.Candidatesstudyoneofthefollowing:°HowwasBritishsocietychanged,1890–-1918?°HowfardidBritishsocietychange,1939–1975?A972/21:BritishDepthStudy,1890–1918KeyQuestion:HowwasBritishsocietychanged,1890–1918?FocusPoints•Whatwereworkingandlivingconditionslikeforthepoorinthe1890s?•Howweresocialreformersreactingtothesocialproblemsofthe1890s?•WhydidtheLiberalgovernmentintroducereformstohelptheyoung,oldandunemployed?•Howeffectivewerethesereforms?•Whatwasthesocial,politicalandlegalpositionofwomeninthe1890s?•Whatweretheargumentsforandagainstfemalesuffrage?•Howeffectiveweretheactivitiesofthesuffragistsandthesuffragettes?•Howdidwomencontributetothewareffort?•Howwereciviliansaffectedbythewar?•Howeffectivewasgovernmentpropagandaduringthewar?•Whyweresomewomengiventhevotein1918?•WhatwastheattitudeoftheBritishpeopleattheendofthewartowardsGermanyandtheParisPeaceConference?©OCR200929GCSEHistoryBJuly2009 SpecifiedContentPovertyanddistressinthe1890s,theworkandimpactofCharlesBoothandSeebohmRowntree.Reasonsfortheliberalvictoryinthe1906election.Reasonsfortheliberalreformsforexampletheextentofpoverty,NewLiberalism,therolesofLloydGeorgeandChurchill,thethreatfromtherecentlyformedLabourParty.TheChildren’sCharter,compulsorymedicalinspectionsinschools,freemedicaltreatmentandfreeschoolmealsforthepoor,theestablishmentofjuvenilecourtsandborstals.Oldagepensions1909,Labourexchanges1909,theNationalInsuranceAct1911.AttemptstoreformthePoorLaw.Thesocial,economicandpoliticalpositionofwomeninthe1890s.Thecampaigntowinwomenthevote.MillicentFawcettandthefoundingoftheNationalUnionofWomen’sSuffrageSocieties(NUWSS)in1897.ThePankhurstsandthefoundingoftheWomen’sSocialandPoliticalUnion(WSPU)in1903.Theleaders’tacticsandactivitiesofthetwogroupsincludingtheuseofviolence.TheeffectivenessofthedifferenttacticsandthereactionsoftheauthoritiesincludingLloydGeorgeandAsquith.Theattemptstogetabillforwomen’ssuffragethroughParliament.Thesituationregardingvotesforwomenin1914.ThecontributionofwomenduringtheFirstWorldWar,includingwomeninemployment.Whathappenedtotheissueofvotesforwomenduringthewar?The1918RepresentationofthePeopleAct.Recruitingintheearlyyearsofthewar.Newgovernmentpowers:theDefenceoftheRealmAct1914,conscription,rationing,useofpropaganda,andtheirimpactoncivilianlife.ThemoodoftheBritishpeopleattheendofthewarandthedifferentattitudesaboutwhatshouldhappentoGermany.A972/22:BritishDepthStudy,–1975KeyQuestion:HowfardidBritishsocietychange,1939–1975?FocusPoints•WhatimpactdidtheSecondWorldWarhaveontheBritishpeople?•WhatimmigrantswerelivinginBritainin1945?•WhydiddifferentgroupsmigratetoBritainbetween1948and1972?•WhatweretheexperiencesofimmigrantsinBritain?•WhatcontributionhadimmigrantsmadetoBritishsocietybytheearly1970s?•WhatwastheimpactoftheNationalHealthServiceonpeople’slives?•Whatwaslifelikeformostwomeninthe1950s?•Howwerewomendiscriminatedagainstinthe1960sandearly1970s?•Whatfactorsledtochangesintherolesofwomen?•Howmuchchangehadtakenplaceforwomenby1975?•Whatwasitlikegrowingupinthe1950s?•Whyweretherechangesinthelivesofteenagersinthe1960s?•Howdidteenagersandstudentsbehaveinthe1960sandearly1970s?•Howfardidthelivesofallteenagerschangeinthe1960sandearly1970s?30©OCR2009GCSEHistoryBJuly2009 SpecifiedContentBritainasamulti-culturalsocietyin1939.TheexperiencesandimpactofgroupssuchasItalianandGermanprisonersofwar,GIsandCommonwealthsoldiers.ImmigrationfromtheCaribbean,India,PakistanandUganda.Theexperiencesoftheseimmigrantsandattitudestowardsthem.ThecontributionmadetoBritishsocietybyimmigrants.Theriotsin1958andtheactivitiesoftheBritishNationalParty(NationalFront).Legislationrelatingtoimmigrationandraceinthe1960sandearly1970s.EnochPowellin1968.Theemergenceofamulti-culturalsocietybythemid1970s.ThechangingroleandthecontributionofwomenduringtheSecondWorldWar,forexample,civildefence,thelandarmy,factorywork,joiningthearmedforcesandlookingafterfamilies.Theimpactofthesechangesafterthewar.Womeninthe1950s.Discriminationinthe1960sandearly1970s.Theimpactoftheintroductionofthepill,the‘women’slib’movement.Abortion.The1969DivorceLawReformAct,the1975SexDiscriminationAct.Theextentoftheprogressmadeby1975.TheexperiencesofchildrenduringtheSecondWorldWar:theBlitz,evacuation,rationing,diet,children’shealthandeducation,theabsenceoffathers.Theincreasingawarenessonthepartofthemiddleclassesoftheconditionofworkingclasschildren.TheBeveridgeReport.ThecreationandimpactoftheNationalHealthService.Thelivesofteenagersinthe1950s,theimpactofincreasedaffluence,theimpactofAmericancultureonBritishteenagers.Theintroductionofcomprehensiveeducationanduniversityexpansion.Studentprotestsinthe1960s.Youthculture,forexample,ModsandRockers,thegrowingpopularityandimpactofrockmusic,clothesandfashion.Teenagersasconsumers.Thereactionsoftheauthoritiestothesechanges.Theextenttowhichthelivesofallteenagerswerechangedbythemid1970s.©OCR200931GCSEHistoryBJuly2009 3.3UnitA973:HistoricalEnquiryCandidatesmustnotbasetheircontrolledassessmenttaskoncontentthatwillbeexaminedinanyotherunitinthespecification.Candidateswillcompleteasinglecontrolledassessmentunitbasedonataughtcoursefromoneofthefollowing:TheRoleoftheIndividualinHistory,AThematicStudyinTwentiethCenturyHistory,AModernWorldStudy,AStudyinDepth.Candidateswillcompleteonetask.Thisunitwillrepresent25%ofthetotalmarksavailableonthecompletespecification.Itshouldbepossibleforcandidatestosatisfythecontrolledassessmentrequirementsbywritingnomorethan2000wordsforthetask.However,thisfigureisgivenonlyasguidanceanditisrecognisedthatmanycandidatesmaydomoreorlessthanthis.Centresmustteachthebroadareaofstudytothecandidatesandshouldnotteachonlytothequestion.Coverageofthebroadcontextwillbenecessaryforsatisfactorycompletionofthetask.Teachersareexpectedtopresentcandidateswithdifferentinterpretationsfromavarietyofperspectivesthatwillenablecandidatestoformtheirownopinionsandconclusionsontheseevents.OCRwillissuenewtasksforeachoptioneachyear.Centrescanadaptthetasksoitissuitableforthecourseofstudytheircandidateshavefollowed.Suchadaptationsmustbelimitedtotheinsertingofappropriatenames,placesortopicsintothetask.Thefundamentalnatureofthetask,iethenatureofthequestionbeingasked,cannotbechanged.Examplesofsuitablewaysofadaptingtasksaregivenonthefollowingpages.CentresmustusethenewOCRtaskissuedeachyear.Itwillnotbepossibletocarryforwardataskfromoneacademicyeartothenext.Thecontrolledassessmentunitwillbeassessedoutof50marksofwhich25marksareallocatedtoAO1andAO2and25marksareallocatedtoAO3.ThetaskwillbemarkedbythecentreusingthemarkingcriteriasetoutinAppendixB.32©OCR2009GCSEHistoryBJuly2009 HistoricalEnquiryThetaskmustbebasedononeoffouroptions.Candidatescompletetheirtaskfromtheoneoptionthattheyhavechosen.Option1:TheRoleoftheIndividualinCandidateswillstudytheroleofanindividualinHistorytwentieth/twenty-firstcenturyhistory.Theyshouldconsider:•Thesignificanceofthechosenindividualandhowimportantindividualpeoplecanbeinbringingaboutchange.Issuesshouldalsoberaisedaboutthenatureoftheimpactthattheindividualhadonotherpeople.Boththeimmediateandthelong-termimportanceoftheindividualshouldbeconsidered.Thelatterwillinvolvethestudyextendingbeyondthelifetimeoftheindividual.Theimportanceofotherfactorsshouldalsobeconsideredandthiswillincludeastudyofthebroadcontextofthetime.Theroleoftheindividualshouldbecomparedwiththatofotherindividualsandotherfactors.Theissueslistedaboveshouldbestudiedthrough:•Thecriticaluseofarangeofsourcematerialandbyconsideringarangeofrepresentationsandinterpretationsoftheindividual.Thereasonsforthedifferentinterpretationsandrepresentationsshouldalsobeconsidered.Thetaskwilltestallassessmentobjectives.Itwillrequirecandidatestocarryoutanhistoricalenquiryusingtheirfindingsfromarangeofsources,interpretationsandrepresentations.Theywillhaveaccesstoearlierworkcompletedinclassandotherresourcessuchasbooks,photographs,primarysourcesandtheinternet.Possibletasksmightrequirecandidatesto:•Comparetherelativeimportanceofanindividualwiththatofotherimpersonalfactors•Comparetheimportanceoftwoindividuals.Incompletingthetaskcandidatesshouldusetheirknowledgeandunderstandingoftheindividualsandthetopicstudied,andshouldsupporttheirargumentsandconclusionsbyacriticaluseofhistoricalsourcesasevidence.Centresmayinsertthespecificnamesofindividualsorparticulartypesoffactorsintothequestiontitleofthetask,forexample,‘HowimportantwasNelsonMandelainbringingabouttheendofapartheidandminorityruleinSouthAfrica?Makesureyousupportyouranswerbyusingarangeofsources.’©OCR200933GCSEHistoryBJuly2009 Option2:AThematicStudyinTwentiethCandidateswillstudyatheme,acrossapproximately40yearsofthetwentieth/twenty-firstcenturies.SuitableCenturyHistorythemesinclude:warfare,theroleofwomen,technologyandtheenvironment.Theyshouldconsider:•Thechangingnatureofthethemeacrossaperiodofatleast40years,andwhathadledtothesechanges.Whataspectsofthethemehaveremainedunchanged?Howfarisplaceanimportantconsiderationwhenconsideringtheseissues?Hasthethemechangedmoreinsomeperiodscomparedtoothersandwhy?Theimpactofthethemeonpeople’slives.Theissueslistedaboveshouldbestudiedthrough:•Thecriticaluseofarangeofsourcematerialandbyconsideringarangeofrepresentationsandinterpretationsofthetheme.Thereasonsforthedifferentinterpretationsandrepresentationsshouldalsobeconsidered.Thetaskwilltestallassessmentobjectives.Itwillrequirecandidatestocarryoutanhistoricalenquiryusingtheirfindingsfromarangeofsources,interpretationsandrepresentations.Theywillhaveaccesstoearlierworkcompletedinclassandotherresourcessuchasbooks,photographs,primarysourcesandtheinternet.Possibletasksmightrequirecandidatesto:•Comparethedegreeofchangeundergonebythechosenthemeinonepartofthetwentiethcenturywithanother•Considertheimpactofthechosenthemeonpeople’slives.Incompletingthetaskcandidatesshouldusetheirknowledgeandunderstandingofthethemestudiedandshouldsupporttheirargumentsandconclusionsbyacriticaluseofhistoricalsourcesasevidence.Centresmayinsertaspecificthemeintothequestiontitleofthetask,forexample,‘Whyhasthenatureofwarfarechangedsomuchduringtheperiodstudied?Makesureyousupportyouranswerbyusingarangeofsources.’34©OCR2009GCSEHistoryBJuly2009 Option3:AModernWorldStudyCandidateswillstudyacurrentandmajorissuethatisinthenewsduringthecourseofstudy.Suitableissuesincludeinternationalterrorism,eventsintheMiddleEast,theenvironment,eventsinIraqandAfghanistan.Theyshould:•Studywhatishappeningtodayandthedifferentwaysitisreported.Theyshouldalsoconsiderwhytheissuematterstoday.Animportantpartofthecoursewillbestudyinghowthepastandthepresentareconnectedandhowthecurrentissuecanonlybeunderstoodbystudyingeventsleadingtoitoveraperiodofapproximately50years.Theissueslistedaboveshouldbestudiedthrough:•Thecriticaluseofarangeofsourcematerialandbyconsideringarangeofrepresentationsandinterpretationsoftheissue.Thereasonsforthedifferentinterpretationsandrepresentationsshouldalsobeconsidered.Thetaskwilltestallassessmentobjectives.Itwillrequirecandidatestocarryoutanhistoricalenquiryusingtheirfindingsfromarangeofsources,interpretationsandrepresentations.Theywillhaveaccesstoearlierworkcompletedinclassandotherresourcessuchasbooks,photographs,primarysourcesandtheinternet.Possibletasksmightrequirecandidatesto:•Explainwhytheissuematterstoday•Explainhowandwhytheissuehaddevelopedoveraperiodoftime.Incompletingthetaskcandidatesshouldusetheirknowledgeandunderstandingofthecurrentissueanditshistory,andshouldsupporttheirargumentsandconclusionsbyacriticaluseofhistoricalsourcesasevidence.Centresmayinsertaspecificcurrentissueintothequestiontitleofthetask,forexample,‘Whyhasinternationalterrorismbecomesuchanimportantissueinthelasttwodecades?Makesureyousupportyouranswerbyusingarangeofsources.’©OCR200935GCSEHistoryBJuly2009 Option4:AStudyinDepthCandidateswillstudyasociety,orrelationsbetweensocieties/countries,indepthoveraperiodofapproximatelytwentyyears.Thechosensocietyshouldcomefromwithintheperiod1850–2005.Candidatesshould:•Studydifferentfeaturesofasocietyanditsdiversity.Social,economic,politicalandculturalandreligiousissuesshouldbestudiedwhereappropriate.Thevaluesandbeliefsofdifferentgroupswithinthesocietyshouldbestudiedaswellastherelationshipsbetweenthesedifferentgroups.Theimportanceofindividualsshouldalsobeconsidered.Changeandcontinuity,andtheircauses,withinthesocietyshouldbestudied.Ifrelationsbetweendifferentsocieties/countriesaretobestudied,theaboveissuesshouldbeadaptedaccordingly.Theissueslistedaboveshouldbestudiedthrough:•Thecriticaluseofarangeofsourcematerialandbyconsideringarangeofrepresentationsandinterpretationsofthesociety/societies.Thereasonsforthedifferentinterpretationsandrepresentationsshouldalsobeconsidered.Thetaskwilltestallassessmentobjectives.Itwillrequirecandidatestocarryoutanhistoricalenquiryusingtheirfindingsfromarangeofsources,interpretationsandrepresentations.Theywillhaveaccesstoearlierworkcompletedinclassandotherresourcessuchasbooks,photographs,primarysourcesandtheinternet.Possibletasksmightrequirecandidatesto:•Explainwhytherewastensionbetweendifferentgroupswithinthesociety•Assesshowfarasocietychangedoveraperiodoftime.Incompletingthetaskcandidatesshouldusetheirknowledgeandunderstandingofthesociety/societies,andshouldsupporttheirargumentsandconclusionsbyacriticaluseofhistoricalsourcesasevidence.Centresmayinsertspecificnamesandperiodsintothequestiontitleofthetask,forexample,‘WhydidtheColdWardevelopaftertheSecondWorldWar?Makesureyousupportyouranswerbyusingarangeofsources.’36©OCR2009GCSEHistoryBJuly2009 4SchemeofAssessment4.1SchemeofAssessmentGCSEHistoryBJ417UnitA971:AspectsofInternationalRelations,1919–200545%ofthetotalGCSEmarksThisquestionpaperhastwoparts:WrittenpaperPart1:SectionsA,BandC:Candidatesmustanswer2hoursquestionsononeofthesesectionsdependingonwhichsection75marksofthecorecontenttheyhavestudied.CandidatesanswerQuestion1andeitherQuestion2orQuestion3.•CandidatesanswerSectionAiftheyhavestudiedTheInter-WarYears,1919–1939•CandidatesanswerSectionBiftheyhavestudiedTheColdWar,1945–1975•CandidatesanswerSectionCiftheyhavestudiedANewWorld?1948–2005Part2:CandidatesanswertwoquestionsontheirchosenStudyinDepth.Theseconsistofonecompulsorysource-basedquestionandachoiceofonefromtwostructuredquestions.Thisunitisexternallyassessed.UnitA972:BritishDepthStudyThispaperwillinvolvethedetailedinvestigationofanhistoricalissuetakenfromthechosenBritishDepthStudy.Allquestionswillbecompulsory.Therewillbenofewerthanfiveandnomorethansevenquestionssetonarangeofsourcematerial.Thisunitisexternallyassessed.UnitA973:HistoricalEnquiry25%ofthetotalGCSEmarksCandidates’workmustbebasedononeoffouroptions.1taskCandidatesmustcompleteonetask.50marksThisunitisinternallyassessed.©OCR200937GCSEHistoryBJuly2009 4.2EntryCodesForcertificationGCSEcandidatesmustbeenteredforthreeunitsassetoutbelow.CandidatesmustalsobeenteredforcertificationtoclaimtheiroverallGCSEqualificationgrade.ThecodeforthisisJ417.J417HistoryB(ModernWorld)(Certification)Foracertificatecandidatesmusthavetakenthreeunitsasfollows.Onefrom:AspectsofInternationalRelations,1919–2005,andthechosenStudyinDepthA971A11Germany,1918–1945DepthStudyA971B12Russia,1905–1941DepthStudyA971C13TheUSA,1919–1941DepthStudyA971D14Mao’sChina,c.1930–1976DepthStudyA971E15CausesandEventsoftheFirstWorldWar,1890–1918DepthStudyA971F16EndofEmpire,c.1919-1969DepthStudyA971G17TheUSA,1945–1975:LandofFreedom?DepthStudyandonefrom:BritishDepthStudyA972A21HowwasBritishsocietychanged,1890–1918?A972B22HowfardidBritishsocietychange,1939–1975?andonefrom:HistoricalEnquiryA973A01OCRRepositoryA973B02PostalModeration38©OCR2009GCSEHistoryBJuly2009 4.3TiersThisschemeofassessmentisuntiered,coveringalloftheabilityrangegradesfromA*toG.CandidatesachievinglessthantheminimummarkforGradeGwillbeungraded.©OCR200939GCSEHistoryBJuly2009 4.4AssessmentAvailabilityTherearetwoexaminationserieseachyearforUnitsA971andA972.ThereisoneexaminationserieseachyearforUnitA973.UnitsA971andA972willbeassessedfromJanuary2010.UnitA973willbeassessedfromJune2010.Assessmentavailabilitycanbesummarisedasfollows:UnitJanuary2010June2010January2011June2011January2012etcA971VVVVVA972VVVVVA973xVxVx4.5AssessmentObjectivesCandidatesareexpectedtodemonstratethefollowinginthecontextofthecontentdescribed.AO1Recall,SelectandCommunicate•Recall,select,useandcommunicatetheirknowledgeandunderstandingofhistoryAO2ExplanationandAnalysisDemonstratetheirunderstandingofthepastthroughexplanationandanalysisof:•Keyconcepts:causation,consequence,continuity,changeandsignificancewithinanhistoricalcontext•Keyfeaturesandcharacteristicsoftheperiodsstudiedandtherelationshipsbetweenthem.AO3Understanding,AnalysisandEvaluationUnderstand,analyseandevaluate:•Arangeofsourcematerialaspartofanhistoricalenquiry•Howaspectsofthepasthavebeeninterpretedandrepresentedindifferentwaysaspartofanhistoricalenquiry.40©OCR2009GCSEHistoryBJuly2009 AOweightings–GCSETherelationshipbetweentheunitsandtheassessmentobjectivesoftheschemeofassessmentisshowninthefollowinggrid.Unit%ofGCSETotalAO1AO2AO3UnitA971:AspectsofInternationalRelations,1919–2005,1818945%andStudyinDepthUnitA972:BritishDepthStudy74.518.530%UnitA973:HistoricalEnquiry57.512.525%30%30%40%100%4.6QualityofWrittenCommunicationQualityofwrittencommunicationisassessedinUnitA971andinUnitA973.Candidatesareexpectedto:•Ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear•Presentrelevantinformationinaformthatsuitsitspurpose•Useasuitablestructureandstyleofwriting.Thequalityofwrittencommunicationcoversclarityofexpression,structureofarguments,presentationofideas,grammar,punctuationandspelling.Itisoneofthecriteriausedtodeterminetheplaceofaresponsewithinalevelinmarkschemes.Centresmayfindthefollowinglevelsusefulwhenconsideringstandardsofwrittencommunication.StandardCandidatesspell,punctuateandusetherulesofgrammarwithreasonableaccuracy;theyusealimitedrangeofspecialisttermsappropriately.IntermediateCandidatesspell,punctuateandusetherulesofgrammarwithconsiderableaccuracy;theyuseagoodrangeofspecialisttermswithfacility.HighCandidatesspell,punctuateandusetherulesofgrammarwithalmostfaultlessaccuracy,deployingarangeofgrammaticalconstructions;theyuseawiderangeofspecialisttermsadeptlyandwithprecision.©OCR200941GCSEHistoryBJuly2009 5ControlledAssessment5.1TheControlledAssessmentUnitUnitA973hasbeendesignedtobeinternallyassessed,applyingtheprinciplesofcontrolledassessment.Controlsaresetwithintheassessmentssothatvalidityandreliabilityareensuredandtheassessorscanconfidentlyauthenticatethecandidates’work.Thesecontrolstakeavarietyofformsineachofthestagesoftheassessmentprocess:tasksetting,tasktakingandtaskmarking.Withineachofthesethreestagestherearedifferentlevelsofcontrol.ThissectionsetsouttheoverallOCRapproach,withSections3and4includingmoredetailandanyspecificrequirements.Candidatesmaycompletethetaskatanytimeduringthecourseofstudy.Itisexpected,however,thatcandidateswillcompletethetaskeithertowardstheendof,orimmediatelyafter,thecompletionoftherelevantlearningprogramme.Candidatesshouldhavecompletedalearningprogrammebasedononeofthefollowing:•TheRoleoftheIndividualinHistory•AThematicStudyinTwentiethCenturyHistory•AModernWorldStudy•AStudyinDepth.5.2Tasksetting5.2.1TheOCRapproachOCRwillassumeahighlevelofcontrolinrelationtothesettingoftasks.ControlledAssessmenttaskswillbepublishedbyOCReachyear.Candidateswillneedtotakepartinaplannedlearningprogrammethatcoverstheunderpinningknowledgeandskillsoftheunitinadditiontocompletingtheevidencerequirementsoftheassessmenttask.5.2.2UsingControlledAssessmenttasksCentrescanchoosetocompletetheirtaskfromoneoffouroptionsofferedbyOCR.OCRwillissueonegenericquestionforeachoptionwhichcanbeusedwithaminimumamountofadaptationtoallowtheuseoflocalresourcesavailabletocentres.ThesameOCRcontrolledassessmenttaskmustNOTbeusedaspracticematerialandthenastheactualliveassessmentmaterial.CentresshoulddevisetheirownpracticematerialusingtheOCRspecimencontrolledassessmenttaskasguidance.42©OCR2009GCSEHistoryBJuly2009 5.3Tasktaking5.3.1TheOCRapproachOCRwillassumeahighlevelofcontrolinrelationtothetakingofthetask.Thetasktakingparameterswillbedefinedforseveralkeycontrolsandtheremaindersetbycentresasoutlinedbelow.5.3.2Definitionsofthecontrols(a)Authenticitycontrol:Candidateswillcompleteallworkforassessmentunderdirectteachersupervisionexceptasoutlinedbelow.ForGCSEHistorymost,butnotall,workforassessmentwillbeunderdirectteachersupervision,forexample,itisacceptableforsomeaspectsofexplorationtobeoutsidethedirectsupervisionoftheteacherbuttheteachermustbeabletoauthenticatetheworkandinsistonacknowledgementandreferencingofanysourcesused.(b)Feedbackcontrol:Feedbacktocandidateswillbeencouragedbuttightlydefined.WithinGCSEHistoryOCRexpectsteacherstosuperviseandguidecandidateswhoareundertakingworkwhichisinternallyassessed.Thedegreeofteacherguidanceincandidates’workwillvaryaccordingtothekindsofworkbeingundertaken.Itshouldberemembered,however,thatcandidatesarerequiredtoreachtheirownjudgementsandconclusions.Whensupervisingtasks,teachersareexpectedto:•Exercisecontinuingsupervisionofworkinordertomonitorprogressandtopreventplagiarism•ExercisecontinuingsupervisionofpracticalworktoensureessentialcompliancewithHealthandSafetyrequirements•Ensurethattheworkiscompletedinaccordancewiththespecificationrequirementsandcanbeassessedinaccordancewiththespecifiedmarkingcriteriaandprocedures.(c)Timecontrol:Thetimerecommendedforcandidatestocompletetheassessmenttaskiseighthours.OCRrecommendsfourhoursasanappropriateamountoftimeforcandidatestocarryoutthenecessarypreparationforthetask:research,notetaking,planninganddrafting.Thewriting-upofthefinalpieceofworkforthetaskisrecommendedatafurtherfourhours.Theteachingtimeforcoverageofthestudyunitisinadditiontotheserecommendations.Theteachingoftheunitshoulddevelopthecandidates’knowledgeandunderstandingandhistoricalskills.Thereisawordlimitof2000words:headingsincludedwithinthebodyofthematerialpresentedbythecandidateshouldbeincludedinthewordcountbutfootnotes,figures,tables,diagrams,chartsandappendicesshouldnotbeincluded.Controlledassessmentworkshouldbesupervisedandmarkedbytheteacher.Someofthework,byitsverynature,maybeundertakenoutsidethecentre,forexamplemakingnotesduringavisittoaFirstWorldWarbattlefield.Butitislikelythattheuseorapplicationofthismaterialwillbeundertakenunderdirectteachersupervision.Withallinternallyassessedwork,theteachermustbesatisfiedthattheworksubmittedforassessmentisthecandidate’sownworkandbeabletoauthenticateitusingthespecifiedprocedure.(d)Collaborationcontrol:Candidatesmustcompleteand/orevidenceallworkindividually.Withreferencetocollaborationcontrol,allassessmentevidencewillbeprovidedbytheindividualcandidate.(e)Resourcecontrol:Accesstoresourceswillbelimitedtothoseappropriatetothetaskandasrequiredbytheunit.Candidateswillneedtobeprovidedwiththemostappropriatematerialsandequipmenttoallowthemfullaccesstothemarkingcriteria.Formostunitsbasicworkplaceequipmentwillbeadequate.©OCR200943GCSEHistoryBJuly2009 5.3.3QualityassuringthecontrolsItistheresponsibilityoftheHeadofCentretoensurethatthecontrolssetoutinthespecificationandtheindividualunitsareimposed.5.3.4CompletingthetasksCandidatesshouldbeallowedsufficienttimetocompletethetask.Itissuggestedthatevidenceisproducedinseveralsessions,eachfocussingonaspecifictaskwithintheoveralltaskorscenario.Thesemaybeinterspersedwithopportunitiestolearnsectorknowledgeanddevelopappropriatepracticalskills.Eachcandidatemustproduceindividualandauthenticevidenceforthetask.Itisparticularlyimportantthatcandidatesworkingingroups,wheretheunitallowsthis,shouldstillproduceindividualevidenceoftheircontributiontoongoinggroupworkandanyfinalrealisationoroutcome.Centrestaffmaygivesupportandguidancetocandidates.Thissupportandguidanceshouldfocusoncheckingthatcandidatesunderstandwhatisexpectedofthem.Itisnotacceptableforteacherstoprovidewritingframes,modelanswersortoworkthroughanswersindetail.Candidatesmayuseinformationfromanyrelevantsourcetohelpthemwithproducingevidenceforthetaskunlesstherearerestrictionsonanyevidenceorresourcestobeused.Candidatesmustbeguidedontheuseofinformationfromothersourcestoensurethatconfidentialityandintellectualpropertyrightsaremaintainedatalltimes.Itisessentialthatanymaterialuseddirectlyfromasourceisappropriatelyandrigorouslyreferenced.5.3.5PresentationofworkCandidatesmustobservecertainproceduresintheproductionofcontrolledassessments.•Anycopiedmaterialmustbesuitablyacknowledged.•Quotationsmustbeclearlymarkedandareferenceprovidedwhereverpossible.•Worksubmittedformoderationormarkingmustbemarkedwiththe:–centrenumber–centrename–candidatenumber–candidatename–unitcodeandtitle–tasktitle.Worksubmittedonpaperformoderationormarkingmustbesecuredbytreasurytags.Worksubmittedindigitalformat(CDoronline)mustbeinasuitablefilestructureasdetailedinAppendixC.5.4Taskmarking5.4.1TheOCRapproachOCRwillassumeamediumlevelofcontrolinrelationtothemarkingoftasks.Allcontrolledassessmentunitswillbemarkedbythecentreassessor(s)usingawardingbodymarkingcriteriaandguidanceandwillbemoderatedbytheOCR-appointedmoderator.Externalmoderationwill44©OCR2009GCSEHistoryBJuly2009 taketheformofpostalmoderationore-moderationviatheOCR-Repositorywhereevidenceinadigitalformatissubmitted.5.4.2ApplyingtheassessmentcriteriaThestartingpointformarkingthetaskisthemarkschemeinAppendixB.Thiscontainslevelsofcriteriafortheskills,knowledgeandunderstandingthatthecandidateisrequiredtodemonstrate.Thedescriptorforeachbandcoversalloftheassessmentobjectives.Beforethestartofthecourse,andforuseatINSETtrainingevents,OCRwillprovideexemplificationthroughrealorsimulatedcandidateworkwhichwillhelptoclarifythelevelofachievementtheassessorsshouldbelookingforwhenawardingmarks.5.4.3Useof‘bestfit’approachtomarkingcriteriaTheassessmenttaskshouldbemarkedbytheteacheraccordingtothegivenassessmentcriteriausinga‘bestfit’approach.Foreachoftheassessmentobjectives,oneofthedescriptorsprovidedinthemarkschemethatmostcloselydescribesthequalityoftheworkbeingmarkedshouldbeselected.Markingshouldbepositive,rewardingachievementratherthanpenalisingfailureoromissions.Theawardofmarksmustbedirectlyrelatedtothemarkingcriteria.Teachersusetheirprofessionaljudgementinselectingthedescriptorthatbestdescribestheworkofthecandidate.Toselectthemostappropriatemarkwithinthedescriptor,teachersshouldusethefollowingguidance:•Wherethecandidate’sworkconvincinglymeetsthestatement,thehighestmarkshouldbeawarded•Wherethecandidate’sworkadequatelymeetsthestatement,themostappropriatemarkinthemiddlerangeshouldbeawarded•Wherethecandidate’sworkjustmeetsthestatement,thelowestmarkshouldbeawarded.Centresshouldusethefullrangeofmarksavailabletothem;centresmustawardfullmarksinanybandforworkthatfullymeetsthatdescriptor.Thisisworkwhichis‘thebestonecouldexpectfromcandidatesworkingatthatlevel’.5.4.4AuthenticationTeachers/coursetutorsmustbeconfidentthattheworktheymarkisthecandidate’sown.Thisdoesnotmeanthatacandidatemustbesupervisedthroughoutthecompletionofallworkbuttheteacher/coursetutormustexercisesufficientsupervision,orintroducesufficientchecks,tobeinapositiontojudgetheauthenticityofthecandidate’swork.Whereverpossible,theteacher/coursetutorshoulddiscusswork-in-progresswithcandidates.Thiswillnotonlyensurethatworkisunderwayinaplannedandtimelymannerbutwillalsoprovideopportunitiesforassessorstocheckauthenticityoftheworkandprovidegeneralfeedback.Candidatesmustnotplagiarise.Plagiarismisthesubmissionofanother’sworkasone’sownand/orfailuretoacknowledgethesourcecorrectly.Plagiarismisconsideredtobemalpracticeandcouldleadtothecandidatebeingdisqualified.Plagiarismsometimesoccursinnocentlywhencandidatesareunawareoftheneedtoreferenceoracknowledgetheirsources.Itisthereforeimportantthatcentresensurethatcandidatesunderstandthattheworktheysubmitmustbetheirownandthattheyunderstandthemeaningofplagiarismandwhatpenaltiesmaybeapplied.Candidatesmayrefertoresearch,quotationsorevidencebuttheymustlisttheirsources.The©OCR200945GCSEHistoryBJuly2009 rewardsfromacknowledgingsources,andthecredittheywillgainfromdoingso,shouldbeemphasisedtocandidatesaswellasthepotentialrisksoffailingtoacknowledgesuchmaterial.Thecandidatesectionofthishandbookprovidessomeguidanceonreferencingandremindscandidatesthattheworktheysubmitmustbetheirownandthattheymaybeaskedtosignadeclarationtothiseffect.Centresshouldreinforcethismessagetoensurecandidatesunderstandwhatisexpectedofthem.Pleasenote:CentresmustconfirmtoOCRthattheevidenceproducedbycandidatesisauthentic.TheCentreAuthenticationFormincludesadeclarationforassessorstosign.5.4.5InternalstandardisationItisimportantthatallinternalassessors,workinginthesamesubjectarea,worktocommonstandards.Centresmustensurethattheinternalstandardisationofmarksacrossassessorsandteachinggroupstakesplaceusinganappropriateprocedure.Thiscanbedoneinanumberofways.Inthefirstyear,referencematerialandOCRtrainingmeetingswillprovideabasisforcentres’ownstandardisation.Insubsequentyears,this,orcentres’ownarchivematerial,maybeused.Centresareadvisedtoholdpreliminarymeetingsofstaffinvolvedtocomparestandardsthroughcross-markingasmallsampleofwork.Aftermostmarkinghasbeencompleted,afurthermeetingatwhichworkisexchangedanddiscussedwillenablefinaladjustmentstobemade.5.4.6ModerationAllworkismarkedbytheteacherandinternallystandardisedbythecentre.CentresmustchecktheOCRwebsiteforsubmissiondates,afterwhichmoderationtakesplaceinaccordancewithOCRprocedures.Thepurposeofmoderationistoensurethatthestandardoftheawardofmarksforworkisthesameforeachcentreandthateachteacherhasappliedthestandardsappropriatelyacrosstherangeofcandidateswithinthecentre.Eachcandidate’sworkshouldhaveacoversheetattachedtoitwiththefinalmark.Iftheworkistobesubmittedindigitalformatthiscoversheetshouldalsobesubmittedelectronicallywithineachcandidate’sfiles.5.5MinimumrequirementsforControlledAssessmentThereshouldbeclearevidencethatworkhasbeenattemptedandsomeworkproduced.Ifacandidatesubmitsnoworkforaninternallyassessedcomponent,thenthecandidateshouldbeindicatedasbeingabsentfromthatcomponentonthemarksheetssubmittedtoOCR.Ifacandidatecompletesanyworkatallforaninternallyassessedcomponent,thentheworkshouldbeassessedaccordingtotheassessmentobjectivesandmarkinginstructionsandtheappropriatemarkawarded,whichmaybezero.46©OCR2009GCSEHistoryBJuly2009 6TechnicalInformation6.1MakingUnitEntriesPleasenotethatcentresmustberegisteredwithOCRinordertomakeanyentries,includingestimatedentries.ItisrecommendedthatcentresapplytoOCRtobecomearegisteredcentrewellinadvanceofmakingtheirfirstentries.CentresmusthavemadeanentryforaunitinorderforOCRtosupplytheappropriateformsand/ormoderatordetailsforControlledAssessments.Tomakeentries,pleaseusethetablebelowinconjunctionwiththetableinsection4.2.Forthecontrolledassessmentunit,A973,candidatesmustbeenteredforeithercomponent01or02.Centresmustenteralloftheircandidatesforthesamecomponent.Itisnotpossibleforcentrestoofferbothcomponentswithinthesameseries.ItisessentialthatunitentrycodesarequotedinallcorrespondencewithOCR.OptioncodeComponentcodeSubmissionmethodUnittitleA973A01OCR-RepositoryHistoricalEnquiryA973B02PostalmoderationForUnitA973candidatesmustbeenteredforeithercomponent01or02.CentresmustenteralloftheircandidatesforONEofthesecomponents.Itisnotpossibleforcentrestoofferbothcomponentswithinthesameseries.6.2TerminalRulesCandidatesmusttakeatleast40%oftheassessmentinthesameseriesinwhichtheyenterforthefullcoursequalificationcertification.Forexample,candidatesmaytakeUnitA971astheterminalunitortheymaketakeUnitsA972andA973toqualifyforthe40%terminalassessmentrule.6.3UnitandQualificationRe-sitsCandidatesmayre-siteachunitoncebeforeenteringforcertificationforaGCSE.Candidatesmayenterforthefullqualificationanunlimitednumberoftimes.©OCR200947GCSEHistoryBJuly2009 6.4MakingQualificationEntriesCandidatesmustenterforqualificationcertificationseparatelyfromunitassessments.Ifacertificationentryisnotmade,nooverallgradecanbeawarded.Candidatesmayenterfor:•GCSEcertificationJ417.Acandidatewhohascompletedalltheunitsrequiredforthequalificationmustenterforcertificationinthesameexaminationseriesinwhichtheterminalrulesaresatisfied.GCSEcertificationisavailableforthefirsttimeinJune2011,andeachJanuaryandJunethereafter.6.5GradingGCSEresultsareawardedonthescaleA*toG.Unitsareawardeda*tog.Gradesareindicatedoncertificates.However,resultsforcandidateswhofailtoachievetheminimumgrade(Gorg)willberecordedasunclassified(Uoru)andthisisnotcertificated.GCSEareunitisedschemes.Candidatescantakeunitsacrossseveraldifferentseriesprovidedtheterminalrulesaresatisfied.Theycanalsore-situnitsorchoosefromoptionalunitsavailable.Whenworkingoutcandidates’overallgradesOCRneedstobeabletocompareperformanceonthesameunitindifferentserieswhendifferentgradeboundarieshavebeenset,andbetweendifferentunits.OCRusesaUniformMarkScaletoenablethistobedone.Acandidate’suniformmarkforeachunitiscalculatedfromthecandidate’srawmarksonthatunit.Therawmarkboundarymarksareconvertedtotheequivalentuniformmarkboundary.Marksbetweengradeboundariesareconvertedonaproratabasis.Whenunitresultsareissued,thecandidate’sunitgradeanduniformmarkaregiven.Theuniformmarkisshownoutofthemaximumuniformmarkfortheunit,forexample,41/50.ThespecificationisgradedonaUniformMarkScale.Theuniformmarkthresholdsforeachoftheassessmentsareshownbelow:(GCSE)MaximumUnitUnitGradeUnitWeightingUniformMarka*abcdefgu45%908172635445362718030%605448423630241812025%5045403530252015100Candidates’uniformmarksforeachunitareaggregatedandgradesforthespecificationaregeneratedonthefollowingscale.QualificationQualificationGradeMaxA*ABCDEFGUUniformMark48©OCR2009GCSEHistoryBJuly2009 GCSE2001801601401201008060400AwardingGradesThewrittenpaperswillhaveatotalweightingof75%andcontrolledassessmentaweightingof25%.Acandidate’suniformmarkforeachunitwillbecombinedwiththeuniformmarkforthecontrolledassessmenttogiveatotaluniformmarkforthespecification.Thecandidate’sgradewillbedeterminedbythetotaluniformmark.6.6ResultEnquiriesandAppealsUndercertaincircumstances,acentremaywishtoquerytheresultissuedtooneormorecandidates.EnquiriesaboutresultsforGCSEunitsmustbemadeimmediatelyfollowingtheseriesinwhichtherelevantunitwastaken(bytheEnquiriesaboutResultsdeadline).PleaserefertotheJCQPost-ResultsServicesbookletandtheOCRAdministrativeGuideforfurtherguidanceaboutactiononthereleaseofresults.CopiesofthelatestversionsofthesedocumentscanbeobtainedfromtheOCRwebsite.6.7Shelf-LifeofUnitsIndividualunitresults,priortocertificationofthequalification,haveashelf-lifelimitedonlybythatofthequalification.6.8GuidedLearningHoursGCSEHistoryBrequires120–140guidedlearninghoursintotal.6.9CodeofPractice/SubjectCriteria/CommonCriteriaRequirementsThisspecificationcomplyinallrespectswiththecurrentGCSE,GCEandAEACodeofPracticeasavailableontheQCAwebsite,TheStatutoryRegulationofExternalQualifications2004andthesubjectcriteriaforGCSEHistory.©OCR200949GCSEHistoryBJuly2009 6.10ClassificationCodeEveryspecificationisassignedanationalclassificationcodeindicatingthesubjectareatowhichitbelongs.Theclassificationcodeforthisspecificationis4010.CentresshouldbeawarethatcandidateswhoenterformorethanoneGCSEqualificationwiththesameclassificationcodewillhaveonlyonegrade(thehighest)countedforthepurposeoftheSchoolandCollegePerformanceTables.Centresmaywishtoadvisecandidatesthat,iftheytaketwospecificationswiththesameclassificationcode,schoolsandcollegesareverylikelytotaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesameviewmaybetakenifcandidatestaketwoGCSEspecificationsthathavedifferentclassificationcodesbuthavesignificantoverlapofcontent.Candidateswhohaveanydoubtsabouttheirsubjectcombinationsshouldseekadvice,forexample,fromtheircentreortheinstitutiontowhichtheywishtoprogress.6.11DisabilityDiscriminationActInformationRelatingtothisSpecificationGCSEsoftenrequireassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsand,assuch,preparecandidatesforawiderangeofoccupationsandhigherlevelcourses.TherevisedGCSEqualificationsandsubjectcriteriawerereviewedtoidentifywhetheranyofthecompetencesrequiredbythesubjectpresentedapotentialbarriertoanydisabledcandidates.Ifthiswasthecase,thesituationwasreviewedagaintoensurethatsuchcompetenceswereincludedonlywhereessentialtothesubject.Thefindingsofthisprocesswerediscussedwithdisabilitygroupsandwithdisabledpeople.Reasonableadjustmentsaremadefordisabledcandidatesinordertoenablethemtoaccesstheassessmentsandtodemonstratewhattheyknowandcando.Forthisreason,veryfewcandidateswillhaveacompletebarriertotheassessment.InformationonreasonableadjustmentsisfoundinRegulationsandGuidanceRelatingtoCandidateswhoareEligibleforAdjustmentsinExaminationsproducedbytheJointCouncilwww.jcq.org.uk.Candidateswhoareunabletoaccesspartoftheassessment,evenafterexploringallpossibilitiesthroughreasonableadjustments,maystillbeabletoreceiveanawardbasedonthepartsoftheassessmenttheyhavetaken.TheseaccessarrangementspermissibleforuseinthisspecificationareinlinewithQCA’sGCSEsubjectcriteriaequalitiesreviewandareasfollows:Yes/NoTypeofassessmentReadersYAllwrittenexaminationsScribesYAllwrittenexaminationsPracticalassistantsYPracticalassessmentsWordprocessorsYAllwrittenexaminationsTranscriptsYAllwrittenexaminationsBSLsignersYAllwrittenexaminationsLivespeakerYAllwrittenexaminationsMQpapersYAllwrittenexaminationsExtratimeYAllwrittenexaminations50©OCR2009GCSEHistoryBJuly2009 6.12ArrangementsforCandidateswithParticularRequirementsCandidateswhoarenotdisabledunderthetermsoftheDDAmaybeeligibleforaccessarrangementstoenablethemtodemonstratewhattheyknowandcando.Candidateswhohavebeenfullypreparedfortheassessmentbutwhoareillatthetimeoftheexamination,oraretooilltotakepartoftheassessment,maybeeligibleforspecialconsideration.CentresshouldconsulttheRegulationsandGuidanceRelatingtoCandidateswhoareEligibleforAdjustmentsinExaminationsproducedbytheJointCouncil.6.13OCR-RepositoryTheOCR-Repositoryallowscentrestostorecontrolledassessmentelectronicallyandtosubmittheirmoderationsampleinelectronicformat.TheOCRGCSEHistoryBUnitA973canbesubmittedelectronically.PleaseseeSection6.1forunitentrycodesfortheOCR-Repository.MoreinformationontheOCR-RepositorycanbefoundinAppendixC:GuidancefortheProductionofElectronicControlledAssessment.InstructionsforhowtouploadfilestoOCRusingtheOCRRepositorycanbefoundonOCRInterchange.©OCR200951GCSEHistoryBJuly2009 7OtherSpecificationIssues7.1OverlapwithotherQualificationsThepotentialforoverlapexistsbetweenUnitA971,coreSectionCandJ623ReligiousStudiesC(Pilot)(ReligioninToday’sWorld)UnitB611.7.2ProgressionfromtheseQualificationsGCSEqualificationsaregeneralqualificationsthatenablecandidatestoprogresseitherdirectlytoemployment,ortoproceedtofurtherqualifications.ProgressiontofurtherstudyfromGCSEwilldependuponthenumberandnatureofthegradesachieved.Broadly,candidateswhoareawardedmainlyGradesDtoGatGCSEcouldeitherstrengthentheirbasethroughfurtherstudyofqualificationsatLevel1withintheNationalQualificationsFrameworkorcouldproceedtoLevel2.CandidateswhoareawardedmainlyGradesA*toCatGCSEwouldbewellpreparedforstudyatLevel3withintheNationalQualificationsFramework.7.3Spiritual,Moral,Ethical,Social,Legislative,EconomicandCulturalIssuesThisspecificationenablescandidatestodeveloptheirunderstandingofspiritual,moral,ethical,social,legislative,economicandculturalIssuesindepth.Spiritualissuesareaddressed,forexample,intheGermanyDepthStudywhichrequiresastudyoftheHolocaust.Moralandethicalissuesareaddressedinthecorecontent,forexample,inevaluatingthefairnessofthepeacetreatiesof1919–1923,aswellasintheDepthStudies.Socialissuesareaddressed,forexample,intheBritishDepthStudywherethechangesintherolesofwomeninBritainduringtheFirstWorldWararestudied.TheDepthStudies,forexample,Russia,1905–1941,andGermany,1919–1945,addressarangeofculturalissuesbyconsideringtheroleofcultureinsocietyandpolitics.CandidateswillalsoconsidervariedinterpretationsandrepresentationsofdifferentculturesintheStudyinDepth.7.4SustainableDevelopment,HealthandSafetyConsiderationsandEuropeanDevelopmentsConsistentwithInternationalAgreementsThisspecificationsupportstheseissues,consistentwithcurrentEUagreements,inthefollowingtopics:Health,safetyandenvironmentalissuesareaddressedinthecorecontent,forexample,inthestudyoftheworkoftheInternationalLabourOrganisationinrelationtohealth,safetyandenvironmentalissuesintheworkplace,andtheworkoftheHealthCommitteeinfightingdangerousdiseasesandeducatingpeopleabouthealthandsanitation.52©OCR2009GCSEHistoryBJuly2009 Environmentalissuesarealsoaddressedthroughcandidates’understandingofhowpastactions,choicesandvaluesimpactonpresentandfuturesocieties,economiesandenvironments.SafetyduringfieldworkisparamountandcandidatesshouldbeinvolvedinRiskAssessmentaspartoftheirpreparationforControlledAssessment,whenrelevant.OCRhastakenaccountofthe1988ResolutionoftheCounciloftheEuropeanCommunityinpreparingthisspecificationandassociatedspecimenassessments.Europeanexamplesshouldbeusedwhereappropriateinthedeliveryofthesubjectcontent.RelevantEuropeanlegislationisidentifiedwithinthespecificationwhereapplicable.TheEuropeandimensionisaddressedinthecorecontentwherebothco-operationandconflictbetweenEuropeanstatesarestudied.Attemptsatco-operationareexamined,forexample,inthekeyquestion,‘TowhatextentwastheLeagueofNationsasuccess?’,whilereasonsforconflictbetweenEuropeannationsareaddressedinthekeyquestion,‘Whyhadinternationalpeacecollapsedby1939?’7.5AvoidanceofBiasOCRhastakengreatcareinpreparationofthisspecificationandassessmentmaterialstoavoidbiasofanykind.7.6LanguageThisspecificationandassociatedassessmentmaterialsareinEnglishonly.7.7KeySkillsThisspecificationprovidesopportunitiesforthedevelopmentoftheKeySkillsofCommunication,ApplicationofNumber,InformationTechnology,WorkingwithOthers,ImprovingOwnLearningandPerformanceandProblemSolvingatLevels1and/or2.However,theextenttowhichthisevidencefulfilstheKeySkillscriteriaattheselevelswillbetotallydependentonthestyleofteachingandlearningadoptedforeachunit.ThefollowingtableindicateswhereopportunitiesmayexistforatleastsomecoverageofthevariousKeySkillscriteriaatLevels1and/or2foreachunit.UnitCAoNICTWwOIoLPPS121212121212A971VVVVVVVVVVA972VVVVVVVVVVA973VVVVVVVV©OCR200953GCSEHistoryBJuly2009 DetailedopportunitiesforgeneratingKeySkillsevidencethroughthisspecificationarepostedontheOCRwebsite(www.ocr.org.uk).AsummarydocumentforKeySkillsCoordinatorsshowingwaysinwhichopportunitiesforKeySkillsarisewithinGCSEcourseshasbeenpublished.7.8ICTInordertoplayafullpartinmodernsociety,candidatesneedtobeconfidentandeffectiveusersofICT.Whereappropriate,candidatesshouldbegivenopportunitiestouseICTinordertofurthertheirstudyofHistory.Theassessmentofthiscourserequirescandidatesto:ICTApplication/OpportunitiesforusingICTduringthecourseDevelopmentFindthingsoutfromaForControlledAssessmentcandidatesaccesselectronicarchives,rangeofsources,selectsearchforanduseappropriatewebsitesformuseums,governmentandsynthesiseagenciesanduniversitydepartments.informationtomeetneeds.UseadatabasetoCandidatesuseCD-ROMsandWebsitestotesthypothesesaboutasearchandanalysegiventopicsuchastheeffectivenessoftheLeagueofNations.patternsandtesthypotheseseffectively.CandidatesuseadatabaseshowingchangingvotingpatternsinGermanyinthelate1920sandearly1930stoestablishpatternsinthechangingsupportfortheNaziParty.DevelopanabilitytoCandidatesevaluatethedifferentinterpretationstobefoundonthequestiontheaccuracy,internetabout,forexample,thefallofcommunisminEurope.biasandplausibilityofinformationresearched.DevelopideasusingICTCandidatesmayorganiseanddeliverapresentationabout,fortools;amendandrefineexample,thereasonsforAmerica’sdefeatintheVietnamWartothework,andenhanceitsrestoftheclassusingPowerPoint.qualityandaccuracy.Useaword-processingCandidatesorganiseandclassifydifferenttypesofcausesofthepackagetoorganiseandSecondWorldWarandproduceanannotatedcausalchain.classify.ExchangeandshareE-mailprojectsmaybesetupforcandidatestocommunicatewitheachinformation.other,theirteacher,anexpertorstudentsfromanotherCentre.IdeasandinformationabouttopicssuchastheColdWar,theVietnamWarandthefallofCommunisminEuropecouldbeexchanged.Candidatescanuseemailoranelectronicnoticeboardtocollectandpassonrevisionnotes.54©OCR2009GCSEHistoryBJuly2009 7.9CitizenshipSinceSeptember2002,theNationalCurriculumforEnglandatKeyStage4hasincludedamandatoryprogrammeofstudyforCitizenship.PartsofthisProgrammeofStudymaybedeliveredthroughanappropriatetreatmentofothersubjects.Thissectionoffersguidanceonopportunitiesfordevelopingknowledge,skillsandunderstandingofcitizenshipissuesduringthecourse.Theseopportunitiesarealsoindicatedwithinthecontentof:CitizenshipProgrammeofOpportunitiesforteachingcitizenshipIssuesduringtheStudycourseThelegalandhumanrightsandTheseissuesareaddressedwhenstudyinglegalandhumanresponsibilitiesunderpinningrightsandresponsibilities,forexampleinNaziGermany,societyandhowtheyrelatetoSovietRussia,andcomparingthesewiththerightsandcitizens,includingtheoperationofresponsibilitiesofcitizensinamoderndemocraticstate.thecriminalandciviljusticesystems.TheworkofParliament,Theseissuesareaddressedwhenstudyingthemakingandgovernmentandthecourtsinshapingoflaws,forexample,inBritainduringtheFirstWorldmakingandshapinglaw.WarandtheUSAinthe1920sand1930s.TheyarealsoaddressedbystudyingtheoperationoftheLeagueofNations.TheimportanceofafreepressStudyoftheimportanceandroleofthemediainthechosenandtheroleofthemediainDepthStudywillgiveopportunitiestodiscusstheimportancesociety.ofafreemedia.TheUnitedKingdom’srelationsinThechangingnatureoftheUnitedKingdom’srelationsinEurope.Europethroughthetwentiethcenturyisstudiedaspartofthecorecontent.ThiscontributestoanunderstandingoftheUnitedKingdom’srelationsinEuropetoday.OpportunitiesforindividualsandTheroleofinfluentialindividualsandgroupsinbringingaboutvoluntarygroupstobringaboutchangeisstudied,forexample,intheDepthStudiesonThesocialchange.USAandGermany.Express,justifyanddefendorallyCandidatescan,throughtheuseofhotseating,express,andinwritingapersonalopinionjustifyanddefendtheirviewsabout,forexample,thepolicyofaboutsuchissues.appeasementorAmerica’sinvolvementinVietnam.ContributetogroupandclassWorkingingroups,candidatescanprepareargumentsindiscussionandformaldebates.favourandagainst,forexample,thetermsoftheTreatyofVersailles.Useimaginationtoconsider,TheDepthStudiesandthecontrolledassessmentunitprovideexpress,explainandevaluatemanyopportunitiesforcandidatestounderstandtheotherpeople’sexperiencesandexperiencesandviewsofotherpeople,suchasthevariousopinions.groupsinGermansocietyinthe1930s.©OCR200955GCSEHistoryBJuly2009 AppendixA:GradeDescriptionsGradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardedwilldependinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsoftheassessmentmaybebalancedbybetterperformanceinothers.Thegradedescriptorshavebeenproducedbytheregulatoryauthoritiesincollaborationwiththeawardingbodies.GradeFCandidatesrecall,selectandorganisesomerelevanthistoricalknowledgetoshowsomebasicunderstandingofhistoricalperiods,themesandtopicsstudied.Theycommunicatetheirideasusingeverydaylanguage.Theydemonstratetheirunderstandingofthepastthroughdescriptionofreasons,resultsandchangesinrelationtotheevents,peopleandissuesstudied.Theyprovidelimiteddescriptionsofevents,issuesorperiods,includingcharacteristicideas,beliefsandattitudes.Theyunderstandsourcesofinformationand,takingthemattheirfacevalue,begintoconsidertheirusefulnessforinvestigatinghistoricalissuesanddrawsimpleconclusions.Theyidentifysomedifferencesbetweenwaysinwhichevents,peopleorissueshavebeenrepresentedandinterpreted,andmayidentifysomeofthereasonsforthese.GradeCCandidatesrecall,select,organiseanddeployhistoricalknowledgewithaccuracyandrelevance.Theyshowsoundunderstandingofthehistoricalperiods,themesandtopicsstudied.Theycommunicatetheirideasusinghistoricalterminologyappropriately.Theydemonstratetheirunderstandingofthepastthroughstructureddescriptionsandexplanationsofthemainconcepts,featuresandcharacteristicsoftheperiodsstudied.Theirdescriptionsareaccurateandtheirexplanationsshowunderstandingofrelevantcauses,consequencesandchanges.Theyevaluateandusecriticallyarangeofsourcesofinformationinanhistoricalcontexttoinvestigatehistoricalquestions,problemsorissuesand,withsomelimitedguidance,toreachreasonedconclusions.Theyrecogniseandcommentonhowandwhyevents,peopleandissueshavebeeninterpretedandrepresentedindifferentways,andprovideanappropriateconsiderationoftheirvalueinthehistoricalcontext.56©OCR2009GCSEHistoryBJuly2009 GradeACandidatesrecall,select,organiseanddeploydetailedhistoricalknowledgeeffectivelyandwithconsistency.Theyshowthoroughunderstandingofthehistoricalperiods,themesandtopicsstudied.Theycommunicatetheirideasusinghistoricaltermsaccuratelyandappropriately.Theydemonstratetheirunderstandingofthepastthroughdeveloped,reasonedandwellsubstantiatedexplanations.Theymakeperceptiveanalysesofthekeyconcepts,featuresandcharacteristicsoftheperiodsstudied,andtheinterrelationshipsbetweenthem.Theyevaluateandusecriticallyawiderangeofsourcesofinformationinanhistoricalcontexttoinvestigatehistoricalquestions,problemsorissuesindependently,andtoreachreasonedandsubstantiatedconclusions.Theyrecogniseandprovidereasonedcommentsonhowandwhyevents,peopleandissueshavebeeninterpretedandrepresentedindifferentways,andprovideawelldevelopedconsiderationoftheirvalueinrelationtotheirhistoricalcontext.©OCR200957GCSEHistoryBJuly2009 AppendixB:MarkingCriteriaforControlledAssessmentsHowtousethemarkscheme•Eachbanddescriptorcoversalltherelevantassessmentobjectives.•Thedescriptorsshouldbereadandappliedasawhole.•Makeabest-fitmatchbetweentheanswerandthebanddescriptors.•Ananswerdoesnothavetomeetalltherequirementsofabanddescriptorbeforebeingplacedinthatband.Itwillbeplacedinaparticularbandwhenitmeetsmoreoftherequirementsofthatbandthanitmeetstherequirementsofotherbands.Whendecidingthemarkwithinaband,thefollowingcriteriashouldbeapplied:•Theextenttowhichthestatementswithinthebandhavebeenachieved•Thequalityofwrittencommunication.Forexample:•Ananswerthatconvincinglymeetsnearlyalltherequirementsofabanddescriptorshouldbeplacedatornearthetopofthatband.•Ananswerthatmeetstherequirementsofmanyoftherequirementsofthebanddescriptorbutneverdoessoinaconvincingmannershouldbeplacedinthemiddleoftheband.•Ifananswerisontheborderlinebetweentwobandsbutitisdecidedthatitfitsbetterthedescriptorsforthelowerofthesetwobands,thenitshouldbeplacednearthetopofthatband.58©OCR2009GCSEHistoryBJuly2009 ControlledAssessmentMarkingCriteria1Target:AOs1,2and3.Band0:Candidates:[0]Submitnoevidenceorfailtoaddressthequestion.Band1:Candidates:[1-12]•Demonstratelittlerelevantcontextualknowledge•Demonstratelimitedabilitytoselectandorganiseinformation•Describeafewkeyfeatures,reasons,resultsandchangesofthesocieties,events,peopleandsituationsstudied.Theworkcontainssomerelevantmaterialbutthisisnotoftendeployedrelevantlyandtherearenoeffectivecomparisonsorlinks•Extractsomeinformationfromsources•Describeafewsurfacefeaturesofrepresentationsandinterpretations•WriterelativelylittleoritisofsomelengthbutthecontentisnotfocussedonthetaskBand2:Candidates:[13-23]•Demonstratesome,butlimited,contextualknowledge•Selectandorganisesomerelevantmaterial.Thisisonlysometimesdeployedrelevantly•Identifyanddescribekeyfeatures,reasons,resultsandchangesofthesocieties,events,peopleandsituationsstudiedbutwithlittleawarenessofthebroadcontext.Thereissomestructureinthedescriptions.Attemptsaremadeatobviouspointsofcomparisonorlinks•Attemptconclusionsbuttheseareassertedandnotsupported•Explicitlyusessources,buttheseareuseduncritically(orattemptsatevaluationarebasic)andatfacevalueandarenotusedtosupportarguments.Canidentifysomeagreementsanddisagreementsbetweensources•Showunderstandingofrepresentationsandinterpretationsatasurfacelevel.Theycandescribesomefeaturesoftherepresentationsandinterpretations.Canidentifysomedifferences/similarities.Canbegintoidentifysomereasonsforthesedifferencesalthoughthesewillnotbeexplainedorsupported•Presentworkthatlacksprecisionandsuccinctness.Band3:Candidates:[24-33]•Demonstrateandselectsomerelevantcontextualknowledgeandmostlydeployitrelevantlytosupportpartsoftheiranswers•Selectandorganisemostlyrelevantinformation,muchofitdeployedrelevantly•Demonstratesomeunderstandingofthekeyfeatures,reasons,resultsandchangesofthesocieties,events,peopleandsituationsstudiedwithsomeawarenessofthebroadcontext.Theyproducestructureddescriptionsandexplanations.Reasonablecomparisons/linksaremadeandconclusionshavesomesupportalthoughthesearenotalwayswellsubstantiated•Interpretsomesourcesandmakeexplicituseofsourcestosupportarguments.Theybegintoevaluatethesourcesbutthisisoftennotintegratedintotheirarguments©OCR200959GCSEHistoryBJuly2009 •Showsomeunderstandingofrepresentationsandinterpretations.Theydemonstratetheabilitytomakesomeinferencesfromrepresentationsandinterpretationsandtoexplainthereasonsforsomeofthemoreobviousdifferencesandsimilaritiesbetweenatleasttworepresentationsandinterpretations•Writewithsomeprecisionorsuccinctness.Band4:Candidates:[34-43]•Selectanddeploymostlyrelevantandaccuratecontextualknowledgetosupportpartsoftheiranswers•Selectarangeofrelevantinformationwhichisgenerallywell-organisedanddeployedrelevantly.Theydemonstrateareasonableunderstandingofthesignificanceofkeyfeatures,reasons,resultsandchangesofthesocieties,events,peopleandsituationsstudiedwithawarenessofthebroadcontext.Theyhavesomeunderstandingofinterrelationshipsintheperiodstudied.Theycanproducedevelopedandreasonedandsupportedconclusions•Effectivelyinterpret,useandevaluatearangeofsources.Evidenceisusedtosupportargumentsandconclusions•Showasatisfactoryunderstandingofarangeofrepresentationsandinterpretations.Theydemonstratetheabilitytointerpretandinferfromrepresentationsandinterpretations,andtoexplainsomedifferencesandsimilaritiesacrossseveralrepresentationsandinterpretations.Showsomeunderstandingofwhysocieties/events/situations/peoplehavebeenrepresentedandinterpretedindifferent/similarways.Theycanmakesomevaliduseofatleastoneofthefollowingintheirexplanations:purpose,audience,context,medium,accesstoinformation•Writewithprecisionorsuccinctness.Band5:Candidates:[44-50]•Selectanddeployarangeofrelevantandaccuratecontextualknowledgetoeffectivelysupporttheiranswers•Select,organiseanddeployeffectivelyandrelevantlyawiderangeofinformationtosupporttheirconclusions.Theydemonstrateagoodunderstandingofkeyfeatures,reasons,resultsandchangesofthesocieties,events,peopleandsituationsstudied.Theydemonstrateanawarenessoftheimportanceofthebroadcontextandofinterrelationshipsintheperiodstudied.Theyproducewelldeveloped,wellreasonedandwellsupportedconclusions•Effectivelyandrigorouslyevaluateanduseabroadrangeofsourcesintheirhistoricalcontexttoinvestigateandtosupporteffectivelyargumentsandconclusions•Showagoodunderstandingofarangeofrepresentationsandinterpretations.Theydemonstrateahighlevelofabilitytointerpretandinferfromrepresentationsandinterpretations,andtoclearlyexplainseveraldifferencesandsimilaritiesacrossarangeofrepresentationsandinterpretations.Theyshowagoodunderstandingofwhysocieties/events/situations/peoplehavebeenrepresentedandinterpretedindifferent/similarways.Theymakegooduseofsomeofthefollowingintheirexplanations:purpose,audience,context,medium,accesstoinformation•Writewithprecisionandsuccinctness.60©OCR2009GCSEHistoryBJuly2009 AppendixC:GuidancefortheProductionofElectronicControlledAssessmentTheControlledAssessmentinUnitA973comprisesonetaskfromachoiceoffour.Foreachcandidate,thistaskformstheControlledAssessmentportfolio,storedelectronically.StructureforevidenceAControlledAssessmentportfolioisacollectionoffoldersandfilescontainingthecandidate’sevidence.Foldersshouldbeorganisedinastructuredwaysothattheevidencecanbeaccessedeasilybyateacherormoderator.Thisstructureiscommonlyknownasafoldertree.Itwouldbehelpfulifthelocationofparticularevidenceismadeclearbynamingeachfileandfolderappropriatelyandbyuseofanindex,called‘HomePage.’Thereshouldbeatoplevelfolderdetailingthecandidate’scentrenumber,candidatenumber,surnameandforename,togetherwiththeUnitcodeA973,sothattheportfolioisclearlyidentifiedastheworkofonecandidate.Eachcandidate’sControlledAssessmentportfolioshouldbestoredinasecureareaonthecentrenetwork.PriortosubmittingtheControlledAssessmentportfoliotoOCR,thecentreshouldaddafoldertothefoldertreecontainingControlledAssessmentandsummaryforms.DataformatsforevidenceInordertominimisesoftwareandhardwarecompatibilityissuesitwillbenecessarytosavecandidates’workusinganappropriatefileformat.Candidatesmustuseformatsappropriatetotheevidencethattheyareprovidingandappropriatetoviewingforassessmentandmoderation.Openfileformatsorproprietaryformatsforwhichadownloadablereaderorplayerisavailableareacceptable.Wherethisisnotavailable,thefileformatisnotacceptable.ElectronicControlledAssessmentisdesignedtogivecandidatesanopportunitytodemonstratewhattheyknow,understandandcandousingcurrenttechnology.Candidatesdonotgainmarksforusingmoresophisticatedformatsorforusingarangeofformats.Acandidatewhochoosestouseonlydigitalphotographs(asrequiredbythespecification)andworddocumentswillnotbedisadvantagedbythatchoice.Evidencesubmittedislikelytobeintheformofwordprocesseddocuments,andoccasionallydigitalphotographs.Toensurecompatibility,allfilessubmittedmustbeintheformatslistedbelow.Wherenewformatsbecomeavailablethatmightbeacceptable,OCRwillprovidefurtherguidance.OCRadvisesagainstchangingthefileformatinwhichthedocumentwasoriginallycreated.Itisthecentre’sresponsibilitytoensurethattheelectronicportfoliossubmittedformoderationareaccessibletothemoderatorandfullyrepresenttheevidenceavailableforeachcandidate.©OCR200961GCSEHistoryBJuly2009 AcceptedFileFormatsMovieformatsfordigitalvideoevidenceMPEG(*.mpg)QuickTimemovie(*.mov)MacromediaShockwave(*.aam)MacromediaShockwave(*.dcr)Flash(*.swf)WindowsMediaFile(*.wmf)MPEGVideoLayer4(*.mp4)AudioorsoundformatsMPEGAudioLayer3(*.mp3)GraphicsformatsincludingphotographicevidenceJPEG(*.jpg)Graphicsfile(*.pcx)MSbitmap(*.bmp)GIFimages(*.gif)AnimationformatsMacromediaFlash(*.fla)StructuredmarkupformatsXML(*xml)TextformatsPDF(.pdf)CommaSeparatedValues(.csv)Richtextformat(.rtf)Textdocument(.txt)MicrosoftOfficesuitePowerPoint(.ppt)Word(.doc)Excel(.xls)Visio(.vsd)Project(.mpp)62©OCR2009GCSEHistoryBJuly2009