Name: ______________________________ ( ) Class: ___________

Secondary 4 NORMAL ACADEMIC

COMBINED HUMANITIES (HISTORY ELECTIVE)Paper 3 The Making of the Contemporary World Order(1900s-1953)

2120/03

15 May 2017 (Mon)1 hour 40 minutes

READ THESE INSTRUCTIONS FIRST

Write your name, class and register number on all the work you hand in.Write in dark blue or black pen.You may use a pencil for any diagrams, graphs, tables or rough working.Do not use staples, paper clips, glue or correction fluid.

Section AAnswer all parts of Question 1.

Section BAnswer one question.Write your answers on the answer paper provided.

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

This document consists of 5 printed pages

Setter: Mrs Judeana Lim

MONTFORT SECONDARY SCHOOL

MID YEAR EXAMINATION 2017

2

Section A: Source-Based Case Study

Question1 is compulsory for all candidates.

Study the Background Information and the sources carefully, and then answer all the questions.

You may use any of the sources to help you answer the questions, in addition to those sources you are told to use. In answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources.

1 (a) Study Source A.

What can you infer about how the German people felt towards Hitler’s rule? Explain your answer. [5]

(b) Study Source B.

How useful is this source in helping you understand the impact of Hitler’s rule? Explain your answer. [6]

(c) Study Sources C and D.

To what extent are these sources similar? Explain your answer. [6]

(d) Study Source E.

What is the message of this source? Explain your answer. [5]

(e) Study all sources.

‘The German people benefitted from Hitler’s rule.’ How far do these sources support this view? Use the sources and your knowledge to explain your answer. [8]

3

How far did the German people benefitted from Hitler’s rule?

BACKGROUND INFORMATION

Read this carefully. It may help you to answer some of the questions.

In 1933, Hitler became Chancellor of Germany. With President Hindenburg’s death in 1934, Hitler had declared himself Fuhrer with control over all aspects of life in Germany. Some Germans regarded Hitler as the ‘savior’ of Germany, yet many others lived in fear under his rule.

Study the following sources to find out how far the German people benefitted from Hitler’s rule.

Source A: Adapted from a conversation overheard on a train in Germany in 1936 as published in a book about the Nazi Rule.

Two workers were grumbling about the back-breaking work, poor housing and bad food they had to put up with. Then a woman gazed sternly at the two workers and remarked, “Is this whining necessary? You should be grateful that you have work and thank the Fuehrer!” One of the workers replied, “Six months ago we were getting more pay and now they’re pushing us harder and harder.” The woman replied, “You can’t expect that the misery caused by 14 years of [Weimar] mismanagement will be cured in a twinkling of an eye! Maybe next year you can take a holiday with your family through Strength Through Joy. You must have faith in the Fuehrer.”

Source B: Adapted from an interview with David Lloyd George, British Prime Minister, on 17 November 1936.

I have just returned from a visit to Germany. I have now seen the famous German leader and also something of the great change he has effected. Whatever one may think of his methods - and they are certainly not those of a Parliamentary country - there can be no doubt that he has achieved a marvellous transformation in the spirit of the people, in their attitude towards each other, and in their social and economic outlook. One man has accomplished this miracle. He is a born leader of men. He is also securing them against that constant dread of starvation which is one of the most painful memories of the last years of the war and the first years of the Peace.

4

Source C: A historian’s description of Nazi control over the German working class.

There is no doubt that the German Labour Front (DAF) favoured employers at the expense of employees. Wages were frozen at 1933 levels. While many employers got rich from Nazi support for their businesses, real wages* for workers remained below the level of 1927 for the whole of the 1930s. Working hours increased to 50 or even 60 hours a week. With no organisation to co-ordinate workers’ grievances, strikes were impossible and anyway illegal. Workers were also not allowed to change jobs without permission. Employees who caused employers problems were threatened with being handed over to the Gestapo.

*Real wages: The actual purchasing power of income taking into account inflation and the effect of taxation.

Source D: A historian’s description of the economic impact of Nazi rule.

Average workers’ real wages only rose above 1929 levels in 1938. Also, workers were forced to pay extensive contributions for DAF and tax. Working hours increased over time. The average working week was officially increased from 43 hours in 1933 to 47 hours in 1939 and as military demands grew, there was pressure on many workers to do more overtime. The biggest gains were clearly made by the employers associated with the boom in the rearmament industries, whereas those in consumer goods struggled.

Source E: A photo published in a Hitler Youth newsletter in 1935.

5

Section B: Structured-Essay Questions

Answer one question.

2 This question is about Stalin and the Soviet Union in the 1920s and

1930s.

(a) Describe how Stalin used fear and propaganda to control Soviet Union.

[8]

(b) Explain how each of the following helped Stalin rise to power:

(i) non-disclosure of Lenin’s testament

(ii) his position as Secretary-General. [12]

3 This question is on the development of Cold War in Europe.

(a) Describe how differences in ideology and the end of the wartime alliance led to the outbreak of the Cold War. [8]

(b) Explain how each of the following intensified tensions between USA and USSR during the Cold War.

(i) setting up of satellite states in Eastern Europe (ii) the Truman Doctrine [12]

Copyright Acknowledgments:Source A OCR GCSE Modern World History by Ben WalshSource B https://www.ushmm.org/propaganda/archive/poster-our-last-hope/Source C Essential Modern World History by Steven WaughSource D The Modern World by Allan ToddSource E http://research.calvin.edu/german-propaganda-archive/angrif07.htm

MONTFORT SECONDARY SCHOOLSECONDARY 4 NORMAL ACADEMICHISTORY ELECTIVE 2120/03

MID YEAR EXAMINATION 2017MARKING SCHEME

1 (a) Study Source A.

What can you infer about how the German people felt towards Hitler’s rule? Explain your answer. [5]

L1 Copies/Describes Source

Two workers were grumbling about the back-breaking work, poor housing and bad food they had to put up with.

1

L2 Makes low level inference-answers which are vague/ poorly explained/have a superficial interpretation of the source.[Award the higher mark for more developed answers]

I can infer that the some of the German people felt dissatisfied that their living and working conditions had not improved much under Hitler’s rule (Inference).This shows that the German people were unhappy that their lives have not been better even after gained control. (explanation) this is sppted by Source A which says ‘Two workers were grumbling about the back-breaking work, poor housing and bad food they had to put up with.’ (evidence)

OrI can infer that the German people continued to believe in Hitler’s ability to improve their lives despite current hardship faced. (inference) This shows that even though times were still difficult, they were patient and continued to believe that there will be positive changes. (content explanation) This is sppted by Source A which says ‘You must have faith in the Fuehrer. (evidence)

2-3

L3 Makes high level inference – answers which are well-explained, ie, explains how the German’s people feeling towards Hitler was not uniform/even.

I can infer that the German people’s feelings towards Hitler was one that is not uniform, and even. (Inference) This shows that amongst the German people, there were some Germans who were steadfast in their belief that Hitler would bring positive changes, and that patience was needed to undo the negative impact of Weimar’s rule, however, there were others who were dissatisfied with their living and working experiences, and were frustrated that their lives have not been better. (content explanation). This is sppted by Source A which says ‘Two workers were grumbling about the back-breaking work’ and ‘You must have faith in the Fuehrer.(evidence)

4-5

Strengths Most students were able to interpret the source and give a low level inference.

Weaknesses Few students were able to give a higher level inference that even amongst the Germans, the reactions and response to the impact of Hitler’s rule were mixed.

Suggestions for improvement

More practices on inferring from sources which shows opposing views and opinions.

(b) Study Source B.

How useful is this source in helping you understand the impact of Hitler’s rule? Explain your answer. [6]

L1 Answers based on undeveloped provenance

This source is useful in helping me understand the impact of Hitler’s rule as it is from an interview with David Lloyd George, British Prime Minister.

1

L2 Answers based on source content

[Award 3 marks for a more developed answer.]

This source useful is in helping me understand the impact of Hitler’s rule as the source tells me that Hitler has transformed Germany positively with the German people well looked after economically, and high in morale after the negative impact of WWI and Weimar’s rule. This is sppted by Source B which says ‘achieved a marvellous transformation in the spirit of the people, in their attitude towards each other, and in their social and economic outlook.’

2-3

L3 Useful-explains unbiasedness and reliability using provenance (no purpose explained)

[Award 4 marks for a more developed answer]

Source B is useful (mirror) as it is a reliable and unbiased source. It is by David Lloyd George the British Prime Minister. (author) One expects him to criticize Hitler and his impact as Hitler has a fascist system of government that is a complete difference from democracy, however, he does the unexpected and instead praises the accomplishments that Hitler had done to transform Germany positively. (explanation). This is sppted by Source B which says achieved a marvellous transformation in the spirit of the people, in their attitude towards each other, and in their social and economic outlook.’ (evidence) Because the source is unbiased and reliable, it is useful.

3-4

L4 Useful-explains unbiasedness with purpose or CR 4-5

[Award 6 marks for a more developed answer]

Explaining Biasedness with Purpose

Source B is useful (mirror) as it is a reliable and unbiased source. It is by David Lloyd George the British Prime Minister. (author) One expects him to criticize Hitler and his impact as Hitler has a fascist system of government that is a complete difference from democracy, however, he does the unexpected and instead praises the accomplishments that Hitler had done to transform Germany positively. (explanation). This is sppted by Source B which says ‘achieved a marvellous transformation in the spirit of the people, in their attitude towards each other, and in their social and economic outlook.’ (evidence) His purpose is to highlight the positive changes he witnessed in Germany (purpose) so that the international community (audience) will be more aware of Hitler’s accomplishments, and not be so wary of him. (outcome) Because the source is unbiased and reliable, it is useful.

OR

Cross-referencing

This source is not useful (mirror) because Source C disagrees with it on the positive impact that Hitler has effected in Germany. (CT) Source B shows that Hitler has transformed Germany economically, however, Source C shows that the Germans’ lives have not really improved as wages have not truly increased and there was the use of fear to impose control on the workers through the Gestapo. (explanation) This is sppted by B which says ‘‘achieved a marvellous transformation in the spirit of the people, in their attitude towards each other, and in their social and economic outlook.’’ and C which says ‘Employees who caused employers problems were threatened with being handed over to the Gestapo.’ (evidence)

L5 Both aspects of L4 5-6

Strengths Many students were able to detect unbiasedness, and establish reliability.

Students who cross-referenced were able to pick out other sources to either support or oppose the main source to confirm reliability.

Weaknesses Students while able to detect unbiasedness, were not able to explain why the source does what is unexpected. For eg, many students wrote “ One expects David Lloyd George to be against Hitler, however he does the

opposite…..” This is not enough. Students must go on to explain, using the provenance, why one expects David Lloyd George to be against Hitler.(refer to answer scheme)

Some students also did not cross-reference.

Suggestions for improvement

Students to be given revised templates which requires them to explain using the provenance, why the identity of the author would cause him/her to do the expected/unexpected.

Teachers to intentionally go through with students how the identity of the author/year the source was published/context would affect the ‘biaseness/unbiasedness’ of the source.

(c) Study Sources C and D.

To what extent are these sources similar? Explain your answer. [6] L1 Similarity/Difference based on provenance/source type

Sources C and D are similar because they are from historians.

1

L2 Similarity/Difference based on source content

Similarity

Sources C and D are similar (mirror) as they agree that workers had difficult working conditions during Hitler’s reign with very little improvement over their quality of life. (CT) Source C shows that their wages did not increase with long working hours, similarly, Source D shows that working hours were increased and that workers did not experience increase in wages after heavy taxation. (explanation) This is sppted by Source C which says ‘ Wages were frozen at 1933 levels.’ and Source D which says ‘real wages only rose above 1929 levels in 1938’ (evidence)

OR

Difference

Sources C and D are different (mirror) as they disagree about whether employers gained from Nazi support. (CT) Source C shows that employers gained from Nazi support, however Source D shows that that only those in the armament industries

2-3

gained. (explanation) This is sppted by C which says ‘While many employers got rich from Nazi support for their businesses’ and D which says ‘The biggest gains were clearly made by the employers associated with the boom in the rearmament industries.’ (evidence)

L3 Similarity AND Difference based on source content

Both aspects of L2

4-5

L4 Difference based on Purpose

Sources C and D are similar in purpose. Their purpose is to highlight the economic situation during Hitler’s rule and that workers did not benefit from his rule, so that the international community will be more aware and understand his economic impact on Germany.

5-6

Strengths Many students were able to write similarities in content Format and structure had also improved with many

students mirroring the question, stating the comparison topic, explaining both sources and giving evidence for both sources (MCEE).

Weaknesses There were some students who only wrote 1 paragraph of comparing purpose. This is very risky and should be avoided. Should the purpose be wrong,students would get 0m.

Suggestions for improvement

More timed practices for comparison questions as students probably struggled to write all 3 paragraphs due to time constrain.

(d) Study Source E.

What is the message of this source? Explain your answer. [5]

L1 Describes the source 1

i.e no message identified

The message of this source is that there are many youths smiling at Hitler.

L2 Identifies sub-messages (source content)

[Award 2 marks for one valid sub-message and a further mark for each additional sub-message/support up to a maximum of 3 marks]

The message of the source is that Hitler was a widely respected and popular leader, who has done much for the country and for the Germans, supported by Source E which shows ‘youth saluting him in respect and adoration.’

2-3

L3 Identifies main message (purpose)

[Award the higher mark for a more developed answer.]

The message of the source is to convince the Germans (audience) that Hitler was a widely respected and popular leader, who has done much for the country. (purpose)

3-4

L4 Identifies main message with clear outcome explained [Award the higher mark for a more developed answer.]

The message of the source is to convince the Germans (audience) that Hitler was a widely respected and popular leader, who has done much for the country, (purpose) so that the German people, and especially the youths will continue to obey and support Hitler and Nazi rule.

4-5

Strengths Most students could interpret the source correctly, and point out in their script it was clearly propaganda with purpose explained and audience identified correctly.

Weaknesses There were some students who wrote a weak ‘outcome’ that the poster was to get more German youths to join Nazi Youth, but missing out that it was part of efforts to get support from the wider German audience.

Suggestions for improvement

More practice on political cartoons, and writing stronger outcomes.

(e) Study all sources.

‘The German people benefitted from Hitler’s rule.’ How far do these sources support this view? Use the sources and your knowledge to explain your answer. [8]

L1 Writes about hypothesis, no valid source [1]

Hitler was a very popular leader who came to power, with the promise of creating a strong Germany, after the humiliation of the Treaty of Versailles and the failures of the Weimar Republic. He aimed to improve the German economy and build a sense of pride back again amongst the Germans.

L2 Yes, or No supported by valid source used [2-4][Award 2 marks for one Y or N supported by valid source use, and an additional mark for each subsequent source use up to a maximum of 4 marks.]

Yes-B, ENo- A,C,D

YesSource B shows that the German people had benefitted from Hitler’s rule as under his rule, Germany had been transformed positively in the economy and had uplifted the Germans’ dire living conditions from the impact of the war and the Weimar years. The German people’s morale had also been boosted. This is sppted by Source B which says ‘securing them against the constant dread of starvation.’

Source E also shows that the German people had benefitted from Hitler’s rule as it can be seen that the German youth adored and respected him, this is only possible if he had a positive impact on the country. This is sppted by Source E which shows ‘the German youth saluting and smiling at him.’

NoSource A does not show that the German people had benefitted from Hitler’s rule as there is dissatisfaction amongst the German workers that they are being overworked, and the poor living conditions. This is sppted by Source A which says ‘Six months ago we were getting more pay and now they’re pushing us harder and harder.”

Source C does not show that the German people had benefitted from Hitler’s rule as workers were tightly controlled, with long working hours and having no platform to turn to, for their problems to be solved. This is sppted by Source C which says ‘Employees who caused employers problems were threatened with being handed over to the Gestapo.’

Source D also does not show that the German people had benefitted from Hitler’s rule as the German people had to work longer hours yet did not experience an improved standard of living. This is sppted by Source D which says ‘Average workers’ real wages only rose above 1929 levels in 1938.’

L3 Yes and No, supported by valid source use [5-8][Award 5 marks for one Y and N supported by valid source use, and an additional mark for each subsequent source use up to a maximum of 7 marks.]

*Award a bonus of up to 2 marks (+1/+1) for use of contextual knowledge to question a source in relation to its reliability, sufficiency etc. The total mark for the question must not exceed 8.

L2+ Use of Contextual KnowledgeSource B really shows that the German people benefitted from Hitler’s rule as it is reliable. Source B says that Germany was transformed positively under Hitler’s rule. My contextual knowledge agrees with it that Germany did improve under Hitler’s rule. From the negative impact of the Treaty of Versailles and problems caused by the weak Weimar Republic, Hitler managed to turn the German economy around by creating employment, supporting big business and conscription. He also restored German pride again. As such, Source B is reliable, and really shows that the German people benefitted from Hitler’s rule.

Strengths Students did well for the assertion question, with many students getting 7/8m when they had correctly answered the question using at least 4 sources.

Weaknesses Most students could not use contextual knowledge to establish the reliability of a source to answer the assertion to earn the additional 1m/2m.

Suggestions for improvement

Updated template on using CK to establish reliability to answer assertion question, and more practice on using CK to do so.

Section B: Structured-Essay Questions

Answer one question

2 This question is about Stalin and the Soviet Union in the 1920s and

1930s.

(a) Describe how Stalin used fear and propaganda to control Soviet Union.

[8]

L1 Describes Stalin’s control over Soviet Union

Stalin imposed a very tight control over Soviet Union, to achieve his aims of modernising and industrialization. Also, he had zero tolerance for any kind of dissent and opposition to his policies.

1-2

L2 Identifies or describes the use of fear or propaganda to control Soviet Union

Use of FearP-Stalin used fear to control the people of Soviet Union.E-He used purges, show trials, arrests, interrogation and executions to eliminate his opponents and threats to instil fear. Many were forced to confess to crimes they did not commit due to harsh tortures and fear of losing their loved ones and were eventually killed. Many high ranking officials and commanders were killed. The secret police arrested, interrogated and forced people to inform on their family and friends who voiced opposition against Stalin. Any could be arrested.E-Many peasants, workers and intellectuals were arrested to prevent them from organizing resistance groups against Stalin’s leadership.

Use of PropagandaP-Stalin also used propaganda to control the people of Soviet UnionE-Propaganda was used in both print and non-print materials to portray Stalin as the father of the people.E- This can be seen in films, music and newspapers to portray a positive ‘father figure’. Photographs were also doctored to show Stalin as the rightful successor to Lenin to legitimise his authority. Even history was re-written to discredit his rivals.

3-5

L3 Describes the use of fear AND propaganda to control Soviet Union

Both aspects of L2

6-8

Strengths Many students could describe and even explain at least 1 of the factors.

Weaknesses Some students could only explain either fear or propaganda.

Suggestions Weekly targeted SEQ practices and regular class tests to

for improvement

help students do spaced revision for the National Exams.

(b) Explain how each of the following helped Stalin rise to power:

(i) non-disclosure of Lenin’s testament

(ii) his position as Secretary-General. [12]

L1 Writes about Stalin’s rise to power

A Georgian, Stalin also meant ‘man of steel.’ He was the Party Secretary of the Communist Party and his rise to power was unexpected by many after Lenin’s death. His rivals underestimated him and he plotted his ascend by eliminating all his opponents to become supreme leader of the Soviet Union.

1-2

L2 Describes reasons for Stalin’s rise to powerAward 3-4 marks for one described reason and 5-6 marks for two described reasons.

.

3-6

L3 Explains reasonsAward 7-9 marks for one explained reason and 10-12 marks for two explained reasons.

non-disclosure of Lenin’s testamentP- The non-disclosure of Lenin’s testament helped Stalin rise to power.E- During his semi-retirement, Lenin grew increasingly suspicious of Stalin and voiced his criticism on his potential successors including Stalin, and strongly advised that Stalin be removed from his position as Secretary-General. Although the testament was read out at a party, the party decided to ignore Lenin’s warning and decided not to read it in public.L- Had the testament been read out publicly, Stalin was likely to be removed from his position and he would not have the opportunity to manipulate his way to strengthen his support base to rise to power.

His position as Secretary-GeneralP- Stalin’s position as Secretary General gave him the authority to appoint and re-assign party members, which allowed him to rise to power.E-He abused his power to replace the allies of his political opponents, especially Trotsky’s with his own allies. By eliminating potential threats and enlarging his own support base with allies who supported his policies, Stalin was able to gain greater influence within the party.

7-12

In contrast, Trotsky, his biggest threat and rival, support base shrank considerably. With reputation discredited and lack of support, he was eventually forced to resign as head of the Red Army and expelled from the party.L- As such, Stalin’s position as Secretary-General enabled him to have control over the party and broaden his support base, which he manipulated to increase his political influence, contributing to his rise in power.

Strengths This question was well-answered, most students could explain both factors for the rise in Stalin’s power.

Weaknesses There were a few students who mixed up the content for both factors

Suggestions for improvement

Weekly targeted SEQ practices and regular class tests to help students do spaced revision for the National Exams

3 This question is on the development of Cold War in Europe.

(a) Describe how differences in ideology and the end of the wartime alliance led to the outbreak of the Cold War. [8]

L1 Describes the outbreak of the Cold War

A ‘cold war’ generally refers to state of tension between two people or groups that stops short of open, violent confrontation. The term is most famously used to describe the geopolitical, ideological, economic and military rivalry that developed between the USA and the Soviet Union, as well as between their respective allies after World War II. It first arose from a struggle for influence in Europe, and later gradually extended to other parts of the world such as Africa, Asia and Latin America.

1-2

L2 Identifies or describes differences in ideology Or the end of the wartime alliance led to the outbreak of the Cold War

Differences in IdeologyIdeological conflict between the USA and the Soviet Union

P- One reason why USA and USSR became enemies after the end of WWI was due to ideological differences between them.E- The USA practiced democracy while the USSR practiced communism. USA believed in a multi-party political system in which leaders were democratically elected while USSR’s system of

3-5

communism was a one-party state in which tight control was imposed on all aspects of life and its people. Besides political difference, there were also stark economic difference. USA had a free market economy while USSR had a common economy where private ownership was not allowed. The USA viewed Russia as a threat to its own political and economic security, and even intervened in the Russian Civil War by giving help to overthrow communist rule. Russia saw the US intervention as an attempt to undermine its rule. The fundamental differences between their political and economic systems, way of life contributed to tensions and mutual distrust.

End of the wartime allianceP-The end of the wartime alliance also led to the outbreak of the Cold War.E-In the first place, the wartime alliance was one that was borne out of necessity to fight a common enemy, Germany. Germany’s surrender and the removal of the common enemy saw the end of the wartime alliance. After the war, both sought to assert their political and economic influence in Europe in order to safeguard their political and economic interests.War.

L3 Describes differences in ideology and the end of the wartime alliance led to the outbreak of the Cold War

Both aspects of L2

6-8

Strengths Question was rather well answered, many students could describe how both factors led to the outbreak of the Cold War.

Weaknesses Some students gave very vague differences between the ideologies on democracy and communism.

Suggestions for improvement

To reinforce differences between democracy and communism in class in political, economic and social sphere and how that lead to tension between USA and USSR as topic could come out as an ‘explain’ question in part (b).

(b) Explain how each of the following intensified tensions between USA and USSR during the Cold War.

(i) setting up of Satellite States in Eastern Europe (ii) the Truman Doctrine [12]

L1 Writes about Cold War tensions

A ‘cold war’ generally refers to state of tension between two people or groups that stops short of open, violent confrontation. The term is most famously used to describe the geopolitical, ideological, economic and military rivalry that developed between the USA and the Soviet Union, as well as between their respective allies after World War II. It first arose from a struggle for influence in Europe, and later gradually extended to other parts of the world such as Africa, Asia and Latin America.

1-2

L2 Describes how setting up of satellite states in Eastern Europe and the Truman Doctrine intensified tensionsAward 3-4 marks for one described reason and 5-6 marks for two described reasons.

Setting up of satellite states in Eastern EuropeP- Stalin’s action of setting up satellite states in Eastern Europe intensified tensions.E- The extension of Soviet influence in Eastern Europe was seen as a defensive measure by the Soviets to protect the USSR by creating a buffer of states under communist influence. The Western powers, especially USA, however, saw this as an aggressive plan of the communists to carve out a sphere of influence to spread communism to the world.

Truman DoctrineP- The Truman Doctrine intensified tensions.E- In 1947, the Truman Doctrine was introduced as a response to unstable conditions in Turkey, and Greece in which governments in these countries were under communist threat. Truman believed that weak states were more vulnerable to communism and if not helped, will succumb and lead to more countries turning communist. As such, the Truman Doctrine offered aid to countries that were threatened by communists and to uphold democracy.

3-6

L3 Explains how setting up of satellite states in Eastern Europe and the Truman Doctrine intensified tensionsAward 7-9 marks for one explained reason and 10-12 marks for two explained reasons.

Setting up of satellite states in Eastern EuropeP- Stalin’s action of setting up satellite states in Eastern Europe intensified tensions.E- The extension of Soviet influence in Eastern Europe was seen as a defensive measure by the Soviets to protect the USSR by creating a buffer of states under communist influence. The Western powers, especially USA, however, saw this as an aggressive plan of the communists to carve out a sphere of influence to spread communism

7-12

to the world.L- Soviet actions this made USA wary of their intentions, and made them subsequently, take actions to counter the threat. As such, Soviet Union also played a role in escalating tensions during the war.

Truman DoctrineP- The Truman Doctrine intensified tensions.E- In 1947, the Truman Doctrine was introduced as a response to unstable conditions in Turkey, and Greece in which governments in these countries were under communist threat. Truman believed that weak states were more vulnerable to communism and if not helped, will succumb and lead to more countries turning communist. As such, the Truman Doctrine offered aid to countries that were threatened by communists and to uphold democracy.L- As such, USA was to be blamed for the escalation of tensions as USSR perceived its actions as a deliberate step to undermine Soviet influence and heightened tensions.

Strengths Students who were well-prepared could explain both factors well, especially setting up of the Soviet Satellite States

Weaknesses Some students wrote Marshall Plan together with the explanation for Truman Doctrine, showing confusion of content.

Suggestions for improvement

To go through with class differences, and key policies and ‘events’ during the Cold War.

More SEQ practices on Cold War.