Interactive Interactive Learner Guide Cambridge IGCSE ® History 0470 For examination from 2017

Interactive
Interactive Learner Guide
Cambridge IGCSE ®
History 0470
For examination from 2017

Learner Guide In order to help us develop the highest quality resources, we are undertaking a continuous programme of review; not only to measure the success of our resources but also to highlight areas for improvement and to identify new development needs. We invite you to complete our survey by visiting the website below. Your comments on the quality and relevance of our resources are very important to us. www.surveymonkey.co.uk/r/GL6ZNJB ®IGCSE is a registered trademark Copyright © UCLES 2017 Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre. 2

Learner Guide
In order to help us develop the highest quality resources, we are undertaking a continuous programme of
review; not only to measure the success of our resources but also to highlight areas for improvement and to
identify new development needs.
We invite you to complete our survey by visiting the website below. Your comments on the quality and
relevance of our resources are very important to us.
www.surveymonkey.co.uk/r/GL6ZNJB
®IGCSE is a registered trademark
Copyright © UCLES 2017
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is
the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for
their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a
third party, even for internal use within a Centre.
2

Learner Guide Contents About this guide 4 Section 1: Syllabus content – what you need to know about 5 Section 2: How you will be assessed 7 Components at a glance 7 About the components 8 Section 3: What skills will be assessed 14 Section 4: Example candidate response 16 Section 5: Revision 25 Planning your revision 25 General revision advice 28 Top tips for revision of Cambridge IGCSE History 29 Revision checklists for Cambridge IGCSE History 34 3

Learner Guide
Contents
About this guide 4
Section 1: Syllabus content – what you need to know about 5
Section 2: How you will be assessed 7
Components at a glance 7
About the components 8
Section 3: What skills will be assessed 14
Section 4: Example candidate response 16
Section 5: Revision 25
Planning your revision 25
General revision advice 28
Top tips for revision of Cambridge IGCSE History 29
Revision checklists for Cambridge IGCSE History 34
3

Learner Guide About this guide This guide introduces you to your Cambridge IGCSE® History (0470) course and how you will be assessed. You should use this guide alongside the support of your teacher. We suggest you print off this document or if you prefer to work electronically, save it as a PDF document so that you can keep a record of your progress. By the end of this guide, you should: 9 have an overview of the course and what you will learn about 9 understand the structure of the assessment that you will be taking 9 be able to plan your revision 9 know how to show your skills to the best of your ability. Section 1: Syllabus content Find out what topics you will be learning about. Your teacher can give you more detail. Section 2: How you will be assessed Find out: • how many examinations you will take • how long each examination lasts • what different question types the examination will contain • how to tackle each examination. Section 3: What skills will be assessed Find out what areas of knowledge, understanding and skills you will need to demonstrate throughout the course and in your examinations. Section 4: Example candidate response Take a look at a learner’s response taken from a real examination. Find out: • how to interpret the question • how to avoid common mistakes • how to improve your exam technique. Section 5: Revision Discover: • ways to help you plan your revision • example revision planners • some basic revision skills • some ‘top revision tips’ • revision checklist for each topic. 4

Learner Guide
About this guide
This guide introduces you to your Cambridge IGCSE® History (0470) course and how you will be assessed. You should use this
guide alongside the support of your teacher. We suggest you print off this document or if you prefer to work electronically,
save it as a PDF document so that you can keep a record of your progress.
By the end of this guide, you should:
9 have an overview of the course and what you will learn about
9 understand the structure of the assessment that you will be taking
9 be able to plan your revision
9 know how to show your skills to the best of your ability.
Section 1: Syllabus content
Find out what topics you will be learning about. Your teacher can give you more detail.
Section 2: How you will be assessed
Find out:
• how many examinations you will take
• how long each examination lasts
• what different question types the examination will contain
• how to tackle each examination.
Section 3: What skills will be assessed
Find out what areas of knowledge, understanding and skills you will need to demonstrate throughout the course and in your
examinations.
Section 4: Example candidate response
Take a look at a learner’s response taken from a real examination. Find out:
• how to interpret the question
• how to avoid common mistakes
• how to improve your exam technique.
Section 5: Revision
Discover:
• ways to help you plan your revision
• example revision planners
• some basic revision skills
• some ‘top revision tips’
• revision checklist for each topic.
4

Learner Guide Section 1: Syllabus content - what you need to know about The Cambridge IGCSE History syllabus is made up of Key Questions , Focus Points and Specified Content . Only the Key Questions have been included here. The focus points and specified content is given in the revision checklists but ask your teacher for more detail. You will study the Core Content in Option A or Option B. Your teacher will tell you which Option you are taking . You will also study at least one of the Depth Studies. Your teacher will tell you which one(s) you will learn about . Tick the boxes to record which Option and Depth Studies you are studying. Don’t forget to save this file to keep a record. Core Content Option A Option B The 19th century: The Development of The 20th century: International Relations Modern Nation States, 1848–1914 since 1919 Key Questions: Key Questions: 1. Were the Revolutions of 1848 important? 1. Were the peace treaties of 1919–23 fair? 2. How was Italy unified? 2. To what extent was the League of Nations a success? 3. How was Germany unified? 3. Why had international peace collapsed by 1939? 4. Why was there a civil war in the United States and 4. Who was to blame for the Cold War? what were its results? 5. How effectively did the USA contain the spread of 5. Why, and with what effects, did Europeans expand Communism? their overseas empires in the 19th century? 6. How secure was the USSR’s control over Eastern 6. What caused the First World War? Europe, 1948–c.1989? 7. Why did events in the Gulf matter, c.1970–2000? Depth Studies A: The First B: Germany, C: Russia, D: The USA, World War, 1918–45 1905–41 1919–41 1914-18 G: Israelis and E: China, F: South Africa, Palestinians c.1930–c.1990 c.1940–c.1994 since 1945 5

Learner Guide
Section 1: Syllabus content - what you need
to know about
The Cambridge IGCSE History syllabus is made up of Key Questions , Focus Points and Specified Content .
Only the Key Questions have been included here. The focus points and specified content is given in the revision checklists but
ask your teacher for more detail.
You will study the Core Content in Option A or Option B. Your teacher will tell you which Option you are taking .
You will also study at least one of the Depth Studies. Your teacher will tell you which one(s) you will learn about .
Tick the boxes to record which Option and Depth Studies you are studying.
Don’t forget to save this file to keep a record.
Core Content
Option A Option B
The 19th century: The Development of
The 20th century: International Relations
Modern Nation States, 1848–1914
since 1919
Key Questions:
Key Questions:
1. Were the Revolutions of 1848 important?
1. Were the peace treaties of 1919–23 fair?
2. How was Italy unified?
2. To what extent was the League of Nations a success?
3. How was Germany unified?
3. Why had international peace collapsed by 1939?
4. Why was there a civil war in the United States and
4. Who was to blame for the Cold War?
what were its results?
5. How effectively did the USA contain the spread of
5. Why, and with what effects, did Europeans expand
Communism?
their overseas empires in the 19th century?
6. How secure was the USSR’s control over Eastern
6. What caused the First World War?
Europe, 1948–c.1989?
7. Why did events in the Gulf matter, c.1970–2000?
Depth Studies
A: The First
B: Germany, C: Russia, D: The USA,
World War,
1918–45 1905–41 1919–41
1914-18
G: Israelis and
E: China, F: South Africa,
Palestinians
c.1930–c.1990 c.1940–c.1994
since 1945
5

Learner Guide Depth Study A: The First Depth Study B: Germany, World War, 1918–45 1914–18 Key Questions: Key Questions: 1. Was the Weimar Republic doomed from the start? 1. Why was the war not over by December 1914? 2. Why was Hitler able to dominate Germany by 1934? 2. Why was there stalemate on the Western Front? 3. The Nazi regime. 3. How important were other fronts? 4. Why did Germany ask for an armistice in 1918? Depth Study C: Russia, Depth Study D: The USA, Depth Study E: China, c. 1905–41 1919–41 1930–c. 1990 Key Questions: Key Questions: Key Questions: 1. Why did the Tsarist regime 1. How far did the US economy 1. Why did China become a collapse in 1917? boom in the 1920s? Communist State in 1949? 2. How did the Bolsheviks gain 2. How far did US society change 2. How far had Communist rule power, and how did they in the 1920s? changed China by the mid- consolidate their rule? 1960s? 3. What were the causes and 3. How did Stalin gain and hold on consequences of the Wall Street 3. What was the impact of to power? Crash? Communist rule on China’s relations with other countries? 4. What was the impact of Stalin’s 4. How successful was the New economic policies? Deal? 4. Has Communism produced a cruel dictatorship in China? Depth Study F: South Depth Study G: Israelis Africa, c.1940–c.1994 and Palestinians since 1945 Key Questions: Key Questions: 1. What were the foundations of the apartheid state? 1. How was the Jewish state of 2. How successfully was apartheid Israel established? established between 1948 and 2. How was Israel able to survive 1966? despite the hostility of its Arab 3. To what extent did South Africa neighbours? change between 1966 and 3. What was the impact of the 1980? Palestinian refugee issue? 4. Why did white minority rule 4. Why has it proved impossible come to an end? to resolve the Arab–Israeli issue? 6

Learner Guide
Depth Study A: The First Depth Study B: Germany,
World War, 1918–45
1914–18
Key Questions:
Key Questions: 1. Was the Weimar Republic
1. Why was the war not over by doomed from the start?
December 1914? 2. Why was Hitler able to
2. Why was there stalemate on dominate Germany by 1934?
the Western Front? 3. The Nazi regime.
3. How important were other
fronts?
4. Why did Germany ask for an
armistice in 1918?
Depth Study C: Russia, Depth Study D: The USA, Depth Study E: China, c.
1905–41 1919–41 1930–c. 1990
Key Questions: Key Questions: Key Questions:
1. Why did the Tsarist regime 1. How far did the US economy 1. Why did China become a
collapse in 1917? boom in the 1920s? Communist State in 1949?
2. How did the Bolsheviks gain 2. How far did US society change 2. How far had Communist rule
power, and how did they in the 1920s? changed China by the mid-
consolidate their rule? 3. What were the causes and 1960s?
3. How did Stalin gain and hold on consequences of the Wall Street 3. What was the impact of
to power? Crash? Communist rule on China’s
4. What was the impact of Stalin’s 4. How successful was the New relations with other countries?
economic policies? Deal? 4. Has Communism produced a
cruel dictatorship in China?
Depth Study F: South Depth Study G: Israelis
Africa, c.1940–c.1994 and Palestinians since
1945
Key Questions:
1. What were the foundations of Key Questions:
the apartheid state? 1. How was the Jewish state of
2. How successfully was apartheid Israel established?
established between 1948 and 2. How was Israel able to survive
1966? despite the hostility of its Arab
3. To what extent did South Africa neighbours?
change between 1966 and 3. What was the impact of the
1980? Palestinian refugee issue?
4. Why did white minority rule 4. Why has it proved impossible
come to an end? to resolve the Arab–Israeli
issue?
6

Learner Guide Section 2: How you will be assessed You will be assessed using three components: • Paper 1 (Written paper) • Paper 2 (Written paper) • and either Paper 3 (Coursework) or Paper 4 (Alternative to Coursework). Your teacher will tell you is you are doing coursework or not. Coursework No coursework You will: You will: Complete one assignment during Take three examinations at the end the course (Paper 3 – Coursework). of the course: Take two examinations at the end • Paper 1 (Written paper) of the course: • Paper 2 (Written paper) • Paper 1 (Written paper) • Paper 4 (Alternative to Coursework) • Paper 2 (Written paper) Components at a glance The table summarises the key information about each component. You can find details and advice on how to approach each component on the following pages. Component How long and Skills assessed Details Percentage how many of the marks qualification Paper 1 (Written 2 hours Knowledge and You answer three questions: 40% paper) 60 marks understanding • two questions from Section A (Core Content) • one question from Section B (Depth Study) Paper 2 (Written 2 hours Ability to interpret, You answer six questions on one topic taken 33% paper) 50 marks analyse and evaluate from the Core Content historical sources Paper 3 40 marks Knowledge and You produce one piece of extended writing 27% (Coursework) understanding, and the (up to 2000 words) based on a Depth Study ability to explain and from the syllabus or a Depth Study devised justify arguments and by the Centre conclusions Paper 4 1 hour Knowledge and You answer one question on a chosen Depth 27% (Alternative to 40 marks understanding, and the Study Coursework) ability to explain and justify arguments and conclusions 7

Learner Guide
Section 2: How you will be assessed
You will be assessed using three components:
• Paper 1 (Written paper)
• Paper 2 (Written paper)
• and either Paper 3 (Coursework) or Paper 4 (Alternative to Coursework).
Your teacher will tell you is you are doing coursework or not.
Coursework No coursework
You will: You will:
Complete one assignment during Take three examinations at the end
the course (Paper 3 – Coursework). of the course:
Take two examinations at the end • Paper 1 (Written paper)
of the course: • Paper 2 (Written paper)
• Paper 1 (Written paper) • Paper 4 (Alternative to
• Paper 2 (Written paper) Coursework)
Components at a glance
The table summarises the key information about each component. You can find details and advice on how to approach each
component on the following pages.
Component How long and Skills assessed Details Percentage
how many of the
marks qualification
Paper 1 (Written 2 hours Knowledge and You answer three questions: 40%
paper) 60 marks understanding • two questions from Section A (Core
Content)
• one question from Section B (Depth
Study)
Paper 2 (Written 2 hours Ability to interpret, You answer six questions on one topic taken 33%
paper) 50 marks analyse and evaluate from the Core Content
historical sources
Paper 3 40 marks Knowledge and You produce one piece of extended writing 27%
(Coursework) understanding, and the (up to 2000 words) based on a Depth Study
ability to explain and from the syllabus or a Depth Study devised
justify arguments and by the Centre
conclusions
Paper 4 1 hour Knowledge and You answer one question on a chosen Depth 27%
(Alternative to 40 marks understanding, and the Study
Coursework) ability to explain and
justify arguments and
conclusions
7

Learner Guide About the components It is important that you understand the different types of question in each component and how you should approach them. Paper 1 (Written paper) This paper tests your knowledge and understanding. You need to answer three questions: Two questions from Section A (Core Content) There are four questions to choose from for each Option; your teacher will tell you which Option you are doing : • Questions 1–4 are on Option A. • Questions 5–8 are on Option B. One question from Section B (Depth Study) There are two questions for each of the Depth Studies; your teacher will tell you which Depth Study you are doing. 8

Learner Guide
About the components
It is important that you understand the different types of question in each component and how you should approach them.
Paper 1 (Written paper)
This paper tests your knowledge and understanding. You need to answer three questions:
Two questions from Section A
(Core Content)
There are four questions to choose
from for each Option; your teacher
will tell you which Option you are
doing :
• Questions 1–4 are on Option A.
• Questions 5–8 are on Option B.
One question from Section B
(Depth Study)
There are two questions for each of
the Depth Studies; your teacher
will tell you which Depth Study
you are doing.
8

Learner Guide Question types and advice All the questions in Paper 1 are in the form of structured essays split into three parts: (a), (b) and (c). Part (a) questions Part (b) questions Part (c) questions • worth 4 marks • worth 6 marks • worth 10 marks • ask you to describe historical • ask you to explain why a specific • ask you to provide a balanced events, themes or aspects event or factor happened or why argument and conclusion about of history using details and it was important historical events or factors knowledge in context 5 mins 10 mins 20 mins Give precise and accurate details. Explain why , don’t just describe. For Explain your judgements by example, if you were asked: comparing the factor in the Give examples . question against other factors ‘ Why was the Treaty of Versailles Avoid generalised statements. from your own knowledge to give disliked by so many in Germany? ’ a balanced explanation. These you would need to describe the questions typically ask for your Treaty and make it clear why this judgements using questions like would lead to Germans disliking it. ‘ How far do you agree? ’, ‘ How significant? ’, ‘ How successful? ’ or ‘ How effective? ’ You have to answer three questions in two hours. Try to keep to these timings: • about 5 minutes on each part (a) • about 10 minutes on each part (b) • about 20 minutes on each part (c) • You must answer all three parts of the questions you choose. • Each question relates to a Key Question from the syllabus. Make sure you pick the questions that you can answer most easily. • Make sure you include your own knowledge, facts, dates and relevant examples in all of your answers. • You could answer the questions in the order you are most confident, but be careful of the number of marks each question is worth. Try to base your choice of questions on how well you can answer the high mark parts (i.e., (b) and (c)) rather than low mark parts. • If you finish early, re-read and check your answers, adding more relevant facts and ideas if you can remember them. 9

Learner Guide
Question types and advice
All the questions in Paper 1 are in the form of structured essays split into three parts: (a), (b) and (c).
Part (a) questions Part (b) questions Part (c) questions
• worth 4 marks • worth 6 marks • worth 10 marks
• ask you to describe historical • ask you to explain why a specific • ask you to provide a balanced
events, themes or aspects event or factor happened or why argument and conclusion about
of history using details and it was important historical events or factors
knowledge in context
5 mins 10 mins 20 mins
Give precise and accurate details. Explain why , don’t just describe. For Explain your judgements by
example, if you were asked: comparing the factor in the
Give examples .
question against other factors
‘ Why was the Treaty of Versailles
Avoid generalised statements. from your own knowledge to give
disliked by so many in Germany? ’
a balanced explanation. These
you would need to describe the questions typically ask for your
Treaty and make it clear why this judgements using questions like
would lead to Germans disliking it. ‘ How far do you agree? ’, ‘ How
significant? ’, ‘ How successful? ’ or
‘ How effective? ’
You have to answer three questions in
two hours. Try to keep to these timings:
• about 5 minutes on each part (a)
• about 10 minutes on each part (b)
• about 20 minutes on each part (c)
• You must answer all three parts of the questions you choose.
• Each question relates to a Key Question from the syllabus. Make sure you pick the questions that you can
answer most easily.
• Make sure you include your own knowledge, facts, dates and relevant examples in all of your answers.
• You could answer the questions in the order you are most confident, but be careful of the number of marks
each question is worth. Try to base your choice of questions on how well you can answer the high mark
parts (i.e., (b) and (c)) rather than low mark parts.
• If you finish early, re-read and check your answers, adding more relevant facts and ideas if you can
remember them.
9

Learner Guide Paper 2 (Written paper) Paper 2 tests your ability to interpret, analyse and evaluate historical sources. You need to answer all six questions on the prescribed topic from the Core Content Option you have studied: Option A: 19th Century topic Option B: 20th Century topic The prescribed topic and Key Question is different for each year of the examination and is given in the course syllabus. Your teacher will tell you which topic of the Core Content applies to you for this paper. Each Option includes background information to set the context. Each Option includes historical sources that relate to the prescribed topic. The six questions are based on the source material. The sources might be text, photographs, posters or cartoons. 10

Learner Guide
Paper 2 (Written paper)
Paper 2 tests your ability to interpret, analyse and evaluate historical sources.
You need to answer all six questions on the prescribed topic from the Core Content Option you have studied:
Option A: 19th Century topic
Option B: 20th Century topic
The prescribed topic and Key
Question is different for each year
of the examination and is given in
the course syllabus.
Your teacher will tell you which
topic of the Core Content applies
to you for this paper.
Each Option includes background
information to set the context.
Each Option includes historical
sources that relate to the prescribed
topic. The six questions are based
on the source material.
The sources might be text,
photographs, posters or cartoons.
10

Learner Guide Question types and advice The six questions are not split You have two hours to answer six questions. into parts like Paper 1. Try to spend about 10–15 minutes reading through the Background Information, all of the sources and your six Each question requires an essay- questions before you attempt to answer the questions. style response and is typically Make sure you have at least 30 minutes saved to answer worth 7 or 8 marks, except Question 6. This will leave you about an hour to complete the for Question 6, which is always other five source questions. worth more (typically 12). Some questions will relate to just one source while others will ask Questions 1–5 will vary in what they are asking you to do. Some you to examine and compare questions might ask you to: two or more sources. • compare details in sources to analyse their similarities and differences, or how far they agree or disagree with each Question 6 requires you to use all other of the sources in an essay-style • interpret the message of the cartoonist response. • evaluate why the source was made • evaluate why the source is useful to historians • explain why the source surprises you. Make sure you only answer the questions set and do not waste Question 6 is a ‘ How far...? ’ type question. time just describing details in the sources as this will not gain Look through all of the sources and decide you any additional marks. which ones support or don't support the statement in the question (some will do both). You need to use source details to give a balanced explanation and judgement. • Make sure you know which Option you are doing. • Read the background information first, as this sets the context for the sources and the questions. • All questions will ask you to use details from the sources to explain your answer, so make sure you describe the details or quote from a source as evidence in your answer. • Most questions will also ask you to use your own knowledge to explain your answer and to put the sources into context. Make sure you can give relevant facts or examples that relate to the source(s) you are asked to study. • Make sure you refer to the source details when answering source questions so you provide evidence for your analysis and evaluations. • If you finish with time to spare, re-read and check your answers, adding more facts and ideas if you can remember them. Carefully read the provenance (where the source comes from) for each source to help you put it into context. Consider the creator, date and any other relevant information that might help you. The provenance is always at the bottom right of each source in italics. 11

Learner Guide
Question types and advice
The six questions are not split
You have two hours to answer six questions.
into parts like Paper 1.
Try to spend about 10–15 minutes reading through the
Background Information, all of the sources and your six
Each question requires an essay-
questions before you attempt to answer the questions.
style response and is typically
Make sure you have at least 30 minutes saved to answer
worth 7 or 8 marks, except
Question 6. This will leave you about an hour to complete the
for Question 6, which is always other five source questions.
worth more (typically 12).
Some questions will relate to just
one source while others will ask Questions 1–5 will vary in what they are asking you to do. Some
you to examine and compare questions might ask you to:
two or more sources. • compare details in sources to analyse their similarities and
differences, or how far they agree or disagree with each
Question 6 requires you to use all other
of the sources in an essay-style • interpret the message of the cartoonist
response. • evaluate why the source was made
• evaluate why the source is useful to historians
• explain why the source surprises you.
Make sure you only answer the questions set and do not waste
Question 6 is a ‘ How far...? ’ type question. time just describing details in the sources as this will not gain
Look through all of the sources and decide you any additional marks.
which ones support or don't support the
statement in the question (some will do
both). You need to use source details to give
a balanced explanation and judgement.
• Make sure you know which Option you are doing.
• Read the background information first, as this sets the context for the sources and the questions.
• All questions will ask you to use details from the sources to explain your answer, so make sure you describe the
details or quote from a source as evidence in your answer.
• Most questions will also ask you to use your own knowledge to explain your answer and to put the sources into
context. Make sure you can give relevant facts or examples that relate to the source(s) you are asked to study.
• Make sure you refer to the source details when answering source questions so you provide evidence for your
analysis and evaluations.
• If you finish with time to spare, re-read and check your answers, adding more facts and ideas if you can remember
them.
Carefully read the provenance
(where the source comes from) for
each source to help you put it into
context. Consider the creator, date
and any other relevant information
that might help you. The
provenance is always at the bottom
right of each source in italics.
11

Learner Guide Paper 3 (Coursework) Coursework tests your knowledge and understanding, and your ability to explain and justify your arguments and conclusions. Coursework must be focused on the issue of significance. You need to produce a piece of extended writing of up to 2000 words based on content from one of the Depth Studies or a Depth Study devised by your teacher and approved by Cambridge. Any words over the limit of 2000 will not get marked . You will normally be taught a set scheme of work first and then given an approved title, which is the question to be answered. It will probably take you 8–10 hours to fully complete the writing up of the Coursework. Question types and advice It has to be all your own work. Make sure you reference Coursework should be based on one and acknowledge quotes or copied materials. question and not broken into sub- questions. The question should be about the Your teacher can guide you through the process but significance of an individual, group, they will not be able to influence your decisions on organisation, development, place or what you decide to write. event. It will be assessed holistically (as a whole) and a generic mark scheme will You should develop and support your own arguments and judgements. be applied. It will be marked by your teacher first and then submitted to the exam board. Paper 4 (Alternative to Coursework) This is a written paper examination. It requires you to demonstrate a balanced response that addresses the importance or significance of a given factor in the question in relation to other factors. You need to answer one question from your chosen Depth Study. There are two questions to choose from for each Depth Study A–G. 12

Learner Guide
Paper 3 (Coursework)
Coursework tests your knowledge and understanding, and your ability to explain and justify your arguments and conclusions.
Coursework must be focused on the issue of significance.
You need to produce a piece of extended writing of up to 2000 words based on content from one of the Depth Studies or a
Depth Study devised by your teacher and approved by Cambridge. Any words over the limit of 2000 will not get marked .
You will normally be taught a set scheme of work first and then given an approved title, which is the question to be answered.
It will probably take you 8–10 hours to fully complete the writing up of the Coursework.
Question types and advice
Coursework should be based on one It has to be all your own work. Make sure you reference
and acknowledge quotes or copied materials.
question and not broken into sub-
questions.
The question should be about the
Your teacher can guide you through the process but
significance of an individual, group,
they will not be able to influence your decisions on
organisation, development, place or what you decide to write.
event.
It will be assessed holistically (as a
whole) and a generic mark scheme will You should develop and support your own arguments
be applied. and judgements.
It will be marked by your teacher first
and then submitted to the exam board.
Paper 4 (Alternative to Coursework)
This is a written paper examination. It requires you to demonstrate a
balanced response that addresses the importance or significance of a
given factor in the question in relation to other factors.
You need to answer one question from your chosen Depth Study.
There are two questions to choose
from for each Depth Study A–G.
12

Learner Guide Question types and advice You will answer one essay-style question Your answer needs to be a bit like an extended part worth 40 marks. The examination lasts (c) question from Paper 1: a balanced argument and conclusion about a historical event or factor. for one hour. Make sure you examine the importance or significance The two questions for each Depth Study of the factor given in the question. will ask you either ‘How important..?’’ Then balance the argument using counter-arguments or ‘How significant..?’ an aspect of that assess the relative importance or significance of history was and will be based on the other factors that relate to the question. Key Questions from your chosen Depth Support your judgements and conclusions with Study. evidence. Your teacher will tell you which Depth Study you are doing. Choose the question you are going to answer carefully and make sure you only pick one of the two questions in the chosen Depth Study. • Explain your answers and provide relevant and contextual factual knowledge (examples, dates, names, etc.) to support and develop your argument. • Answers need a clear structure and argument. • If you finish with time to spare, re-read and check your answer, adding more relevant facts and ideas if you can remember them. 13

Learner Guide
Question types and advice
You will answer one essay-style question Your answer needs to be a bit like an extended part
worth 40 marks. The examination lasts (c) question from Paper 1: a balanced argument and
for one hour. conclusion about a historical event or factor.
Make sure you examine the importance or significance
The two questions for each Depth Study of the factor given in the question.
will ask you either ‘How important..?’’
Then balance the argument using counter-arguments
or ‘How significant..?’ an aspect of that assess the relative importance or significance of
history was and will be based on the other factors that relate to the question.
Key Questions from your chosen Depth Support your judgements and conclusions with
Study. evidence.
Your teacher will tell you which Depth
Study you are doing.
Choose the question you are going to answer carefully
and make sure you only pick one of the two questions
in the chosen Depth Study.
• Explain your answers and provide relevant and contextual factual knowledge (examples, dates, names, etc.) to support and
develop your argument.
• Answers need a clear structure and argument.
• If you finish with time to spare, re-read and check your answer, adding more relevant facts and ideas if you can remember
them.
13

Learner Guide Section 3: What skills will be assessed The areas of knowledge, understanding and skills that you will be assessed on are called assessment objectives (AO). AO3 AO1 AO2 Demonstrate interpretation and Demonstrate historical knowledge Demonstrate historical explanations evaluation of sources The tables explain what each assessment objective means and what percentage of the whole qualification is assessed using that objective. Your teacher will be able to give you more information about how each of the assessment objectives are tested in each component. Assessment Objective What this means Where AO1 Demonstrating historical knowledge All three components: An ability to recall, You need to show that you can use historical facts to support your Paper 1 (20 marks) select, organise and answers. You can do this by including the relevant: Paper 2 (10 marks) deploy knowledge of the • key dates syllabus content. Paper 3/4 (15 marks) • key events Percentage of IGCSE: • key historical characters and groups 30% • key historical concepts and ideas • important statistical data and examples. AO2 Demonstrating historical explanations Two out of three components: An ability to construct You need to show that you understand the causes, reasons or factors historical explanations that you examine in your answers by making supported conclusions Paper 1 (40 marks) using an understanding and judgements, prioritising factors and assessing their relative Paper 3/4 (25 marks) of: importance and significance. Percentage of IGCSE: • cause and Make sure you address the following in your answers: 43% consequence, change • causes and consequences (the reasons why events happened and and continuity, their impact) AO2 is not tested in similarity and Paper 2. • change and continuity (how they changed or how they stayed the difference same) • the motives, • similarities and differences emotions, intentions • motives and purpose and beliefs of people • importance and significance in the past. • successes and failures • effectiveness. 14

Learner Guide
Section 3: What skills will be assessed
The areas of knowledge, understanding and skills that you will be assessed on are called assessment objectives (AO).
AO3
AO1 AO2
Demonstrate interpretation and
Demonstrate historical knowledge Demonstrate historical explanations
evaluation of sources
The tables explain what each assessment objective means and what percentage of the whole qualification is assessed using
that objective. Your teacher will be able to give you more information about how each of the assessment objectives are tested
in each component.
Assessment Objective What this means Where
AO1 Demonstrating historical knowledge All three components:
An ability to recall, You need to show that you can use historical facts to support your Paper 1 (20 marks)
select, organise and answers. You can do this by including the relevant:
Paper 2 (10 marks)
deploy knowledge of the
• key dates
syllabus content. Paper 3/4 (15 marks)
• key events
Percentage of IGCSE:
• key historical characters and groups
30%
• key historical concepts and ideas
• important statistical data and examples.
AO2 Demonstrating historical explanations Two out of three
components:
An ability to construct You need to show that you understand the causes, reasons or factors
historical explanations that you examine in your answers by making supported conclusions Paper 1 (40 marks)
using an understanding and judgements, prioritising factors and assessing their relative
Paper 3/4 (25 marks)
of: importance and significance.
Percentage of IGCSE:
• cause and Make sure you address the following in your answers:
43%
consequence, change • causes and consequences (the reasons why events happened and
and continuity, their impact) AO2 is not tested in
similarity and • change and continuity (how they changed or how they stayed the Paper 2.
difference same)
• the motives, • similarities and differences
emotions, intentions
• motives and purpose
and beliefs of people
• importance and significance
in the past.
• successes and failures
• effectiveness.
14

Learner Guide Assessment Objective What this means Where AO3 Demonstrating interpretation and evaluation of sources One out of three components: An ability to understand, You need to show that you can interpret a source. This means interpret, evaluate and demonstrating that you understand the meaning of the source. Paper 2 (40 marks) use a range of sources You also need to show that you can evaluate a source. This means, Percentage of IGCSE: as evidence, in their for example, determining how useful it is, how reliable it is, what 27% historical context. its limitations are, what type of source it is, the significance of the AO3 is not tested in creator and so on. Paper 1, Paper 3 and You will need to demonstrate that you can: Paper 4. • make inferences – indicate what the content and details of the source suggest • interpret the message of posters and cartoon sources – indicate what you think the creator of the source intended to try to tell or show the audience • evaluate the usefulness and reliability of source evidence, for example by – assessing the value of the content of the source against your own knowledge – assessing the language and tone of the source content – assessing the motive of the creator of the source by examining the provenance. • explain the purpose of the source – evaluate why a source was made or published by the creator • compare similarities and differences between sources to identify different interpretations of the past. 15

Learner Guide
Assessment Objective What this means Where
AO3 Demonstrating interpretation and evaluation of sources One out of three
components:
An ability to understand, You need to show that you can interpret a source. This means
interpret, evaluate and demonstrating that you understand the meaning of the source. Paper 2 (40 marks)
use a range of sources
You also need to show that you can evaluate a source. This means, Percentage of IGCSE:
as evidence, in their
for example, determining how useful it is, how reliable it is, what 27%
historical context.
its limitations are, what type of source it is, the significance of the
AO3 is not tested in
creator and so on.
Paper 1, Paper 3 and
You will need to demonstrate that you can: Paper 4.
• make inferences – indicate what the content and details of the
source suggest
• interpret the message of posters and cartoon sources – indicate
what you think the creator of the source intended to try to tell or
show the audience
• evaluate the usefulness and reliability of source evidence, for
example by
– assessing the value of the content of the source against your
own knowledge
– assessing the language and tone of the source content
– assessing the motive of the creator of the source by examining
the provenance.
• explain the purpose of the source – evaluate why a source was
made or published by the creator
• compare similarities and differences between sources to identify
different interpretations of the past.
15

Learner Guide Section 4: Example candidate response This section takes you through an example question and learner response from a Cambridge IGCSE History (0470) past paper. It will help you to see how to identify words within questions and to understand what is required in your response. Understanding the questions will help you to know what you need to do with your knowledge, for example, you might need to describe something, explain something, argue a point of view, apply the knowledge in a different way, or list what you know. All information and advice in this section is specific to the example question and response being demonstrated. It should give you an idea of how your responses might be viewed by an examiner but it is not a list of what to do in all questions. In your own examination, you will need to pay careful attention to what each question is asking you to do. This section is structured as follows: A. Question Words in the question have been highlighted and their meaning explained. This should help you to understand clearly what is required by the question. B. Mark scheme This tells you as clearly as possible what an examiner expects from an answer to award marks. C. Example candidate response This is an answer by a real candidate in exam conditions. Good points and problems have been highlighted. D. How the answer could have been improved This summarises what could be done to gain more marks. E. Common mistakes This will help you to avoid common mistakes made by candidates. So often candidates lose marks in their exams because they misread or misinterpret the questions. 16

Learner Guide
Section 4: Example candidate response
This section takes you through an example question and learner response from a Cambridge IGCSE History (0470) past
paper. It will help you to see how to identify words within questions and to understand what is required in your response.
Understanding the questions will help you to know what you need to do with your knowledge, for example, you might need to
describe something, explain something, argue a point of view, apply the knowledge in a different way, or list what you know.
All information and advice in this section is specific to the example question and response
being demonstrated. It should give you an idea of how your responses might be viewed by an
examiner but it is not a list of what to do in all questions. In your own examination, you will
need to pay careful attention to what each question is asking you to do.
This section is structured as follows:
A. Question
Words in the question have been highlighted and their
meaning explained. This should help you to understand
clearly what is required by the question.
B. Mark scheme
This tells you as clearly as possible what an examiner expects
from an answer to award marks.
C. Example candidate response
This is an answer by a real candidate in exam conditions.
Good points and problems have been highlighted.
D. How the answer could have been improved
This summarises what could be done to gain more marks.
E. Common mistakes
This will help you to avoid common mistakes made by
candidates. So often candidates lose marks in their exams
because they misread or misinterpret the questions.
16

Learner Guide A. Question The question used in this example has been taken from Paper 4, Depth Study D: The USA, 1919–1941. 8 How important were the Alphabet Agencies? Explain your answer. [40] How important... this means that Explain... this means that the examiner you need to assess the importance will be expecting you to use your own of the Alphabet Agencies by knowledge to give detailed reasons for explaining their relative success. the relative importance of the Agencies (successful and not successful). 17

Learner Guide
A. Question
The question used in this example has been taken from Paper 4, Depth Study D: The USA, 1919–1941.
8 How important were the Alphabet Agencies? Explain your answer. [40]
How important... this means that Explain... this means that the examiner
you need to assess the importance will be expecting you to use your own
of the Alphabet Agencies by knowledge to give detailed reasons for
explaining their relative success. the relative importance of the Agencies
(successful and not successful).
17

Learner Guide B. Mark scheme The mark scheme lists some examples of the knowledge that the examiner would expect to see in the response as evidence (details such as dates, names, statistics, etc.). If a candidate includes points not in the mark scheme but which are accurate and relevant, the examiner will award marks for these points. The mark scheme does not include all possible answers. Look at the mark scheme for Question 8 below. The candidate needs to assess the importance by explaining the successes and failures of the Alphabet Agencies, supporting their argument with reference to specific events, such as: Successes: • Provision of jobs increased spending power and confidence, multiplier effects on all unemployment. • Unemployment fell from 14m in 1933 to 8m by 1937. • CWA, PWA and WPA had become the country’s largest employer by 1938. • CCC and NRA gave jobs to young people. • TVA effects across a wide spectrum of work. • Some had wider aims – FERA for emergency relief. • PWA and WPA improved infrastructure and gave some aid for Black and Native Americans. • AAA allowed for higher wages and new farming techniques. Failures: • Many agencies were not intended as more than relief measures. • Cutbacks in finance from 1937 saw unemployment rise again. • Still 9m unemployed in 1939. • Rural unemployment because of mechanisation not solved. • Limited effect upon migrant labour and black unemployment. • Many agencies opposed by business and Republican interests. • Challenges to parts of Agencies’ work challenged as far as the Supreme Court where some aspects were found to be unconstitutional or illegal. • From 1939 war production and exports to Europe more successful as was US entry to the war in 1941. • Radical critics – Huey Long, Townsend, Coughlin. • Emergency Banking Act. • Wagner Act. • Social Security Act. • 'Fireside chats’. The examiner uses a mark scheme, a set of level criteria (see next page) and the assessment objectives to mark the answer. The Level criteria list what the candidate needs to do in order to demonstrate the assessment objectives at that level. These criteria make reference to knowledge and examples, which are those listed in the mark scheme. The assessment objectives are the areas of knowledge, understanding and skills you saw in Section 4: What skills will be assessed . Remember that only AO1 and AO2 are assessed in Paper 4. 18

Learner Guide
B. Mark scheme
The mark scheme lists some examples of the knowledge that the examiner would expect to see in the response as evidence
(details such as dates, names, statistics, etc.). If a candidate includes points not in the mark scheme but which are accurate
and relevant, the examiner will award marks for these points. The mark scheme does not include all possible answers.
Look at the mark scheme for Question 8 below.
The candidate needs to assess the importance by explaining the successes and failures of the Alphabet Agencies,
supporting their argument with reference to specific events, such as:
Successes:
• Provision of jobs increased spending power and confidence, multiplier effects on all unemployment.
• Unemployment fell from 14m in 1933 to 8m by 1937.
• CWA, PWA and WPA had become the country’s largest employer by 1938.
• CCC and NRA gave jobs to young people.
• TVA effects across a wide spectrum of work.
• Some had wider aims – FERA for emergency relief.
• PWA and WPA improved infrastructure and gave some aid for Black and Native Americans.
• AAA allowed for higher wages and new farming techniques.
Failures:
• Many agencies were not intended as more than relief measures.
• Cutbacks in finance from 1937 saw unemployment rise again.
• Still 9m unemployed in 1939.
• Rural unemployment because of mechanisation not solved.
• Limited effect upon migrant labour and black unemployment.
• Many agencies opposed by business and Republican interests.
• Challenges to parts of Agencies’ work challenged as far as the Supreme Court where some aspects were found
to be unconstitutional or illegal.
• From 1939 war production and exports to Europe more successful as was US entry to the war in 1941.
• Radical critics – Huey Long, Townsend, Coughlin.
• Emergency Banking Act.
• Wagner Act.
• Social Security Act.
• 'Fireside chats’.
The examiner uses a mark scheme, a set of level criteria (see next page) and the assessment objectives to mark the answer.
The Level criteria list what the candidate needs to do in order to demonstrate the assessment objectives at that level. These
criteria make reference to knowledge and examples, which are those listed in the mark scheme. The assessment objectives are
the areas of knowledge, understanding and skills you saw in Section 4: What skills will be assessed . Remember that only AO1
and AO2 are assessed in Paper 4.
18

Learner Guide Level criteria for AO1 (historical knowledge) and AO2 (historical explanation) The examiner uses the descriptions for the level criteria to determine what Level to award a candidate’s response. Here, you are shown the descriptions for Levels 2, 3 and 4. Level 2 Level 3 Level 4 Demonstrate some contextual Demonstrate and select some relevant Deploy mostly relevant and accurate knowledge but it is limited. contextual knowledge and use it contextual knowledge to support ‘ Contextual knowledge ’ for Question 8 refers appropriately to support parts of their parts of their answers. to examples, statistics and detailed evidence answers. such as the number of unemployed helped by the WPA and the date range when this happened. Select and organise some relevant Select and organise mostly relevant Select a range of relevant information Use of this detail helps demonstrate an in-depth information. This is only used correctly information, much of it used which is generally well-organised and knowledge of the topic. on a few occasions. appropriately with a structured used appropriately. approach, either in order of occurrence or according to different themes. Identify and describe key features, Demonstrate some understanding Demonstrate a reasonable ‘ Broad context ’ for Question 8 means linking reasons, results and changes of of the key features, reasons, results understanding of the significance of the material to the bigger picture. For example, the societies, events, people and and changes of the societies, events, the key features, reasons, results and stating that the New Deal Agencies were set up to situations relevant to the question, people and situations relevant to the changes of societies, events, people deal with the worst effects of the Depression, such but little awareness of the broad question with some awareness of the and situations relevant to the question as poverty and unemployment, demonstrates context . There is some structure in broad context . with awareness of the broad context . wider knowledge of the topic that is the focus of the descriptions. They have some understanding of the question. interrelationships of the issues in the question. Attempt conclusions but these are Support is provided for their Can produce developed , reasoned and ‘ Developed ’ for Question 8 means including key stated, undeveloped and unsupported. conclusions but they are not always supported conclusions. evidence to add detail to your explanations in well-proven . order to support any judgements you make about Present work that lacks precision and Write with some precision and Write with precision and succinctness, importance. This helps to demonstrate a clear succinctness. succinctness. showing structure, balance and focus. understanding. Present a recognisable essay structure, Produce structured descriptions and ‘ Well-proven ’ for Question 8 means that your but the question is only partially explanations. explanation has to be detailed enough to get the addressed. point across, or to support the argument being made well. Your comments should be detailed and not brief. 19

Learner Guide
Level criteria for AO1 (historical knowledge) and AO2 (historical explanation)
The examiner uses the descriptions for the level criteria to determine what Level to award a candidate’s response. Here, you are shown the descriptions for Levels 2, 3 and 4.
Level 2 Level 3 Level 4
Demonstrate some contextual Demonstrate and select some relevant Deploy mostly relevant and accurate
knowledge but it is limited. contextual knowledge and use it contextual knowledge to support ‘ Contextual knowledge ’ for Question 8 refers
appropriately to support parts of their parts of their answers. to examples, statistics and detailed evidence
answers. such as the number of unemployed helped by
the WPA and the date range when this happened.
Select and organise some relevant Select and organise mostly relevant Select a range of relevant information
Use of this detail helps demonstrate an in-depth
information. This is only used correctly information, much of it used which is generally well-organised and
knowledge of the topic.
on a few occasions. appropriately with a structured used appropriately.
approach, either in order of occurrence
or according to different themes.
Identify and describe key features, Demonstrate some understanding Demonstrate a reasonable
reasons, results and changes of of the key features, reasons, results understanding of the significance of ‘ Broad context ’ for Question 8 means linking
the societies, events, people and and changes of the societies, events, the key features, reasons, results and the material to the bigger picture. For example,
situations relevant to the question, people and situations relevant to the changes of societies, events, people stating that the New Deal Agencies were set up to
but little awareness of the broad question with some awareness of the and situations relevant to the question deal with the worst effects of the Depression, such
context . There is some structure in broad context . with awareness of the broad context . as poverty and unemployment, demonstrates
the descriptions. They have some understanding of wider knowledge of the topic that is the focus of
interrelationships of the issues in the the question.
question.
Attempt conclusions but these are Support is provided for their Can produce developed , reasoned and
stated, undeveloped and unsupported. conclusions but they are not always supported conclusions. ‘ Developed ’ for Question 8 means including key
well-proven . evidence to add detail to your explanations in
order to support any judgements you make about
Present work that lacks precision and Write with some precision and Write with precision and succinctness,
importance. This helps to demonstrate a clear
succinctness. succinctness. showing structure, balance and focus.
understanding.
Present a recognisable essay structure, Produce structured descriptions and
but the question is only partially explanations. ‘ Well-proven ’ for Question 8 means that your
addressed. explanation has to be detailed enough to get the
point across, or to support the argument being
made well. Your comments should be detailed and
not brief.
19

Learner Guide A strong answer for Question 8 should include: • clear structure and argument • description of what the Alphabet Agencies achieved and what they failed to achieve • explanation of the importance/significance of the Alphabet Agencies supported by evidence such as relevant : – key dates – key names – key characters and groups – key ideas and concepts – data and statistics • balanced argument – examples of successes and failures of the Alphabet Agencies as well as other aspects of the New Deal that were also important • the consequences of the successes and failures of the Alphabet Agencies and other aspects of the New Deal • the motives, purposes and effectiveness of the Alphabet Agencies and other aspects of the New Deal • valid conclusions and supported judgements about the importance of the Alphabet Agencies. Now let’s look at the example candidate response to Question 8 and the examiner’s comments on this response. C. Example candidate response and examiner comments The real candidate answer is presented on the left-hand side. The response has been typed and white spaces introduced between sections to make it easier to read. The examiner comments are included inside the orange boxes. The examiner marks the answer as a whole, taking into consideration the overall Level. However, for the purpose of this example, the examiner has made specific comments about paragraphs to help you see what standard they each demonstrate. The candidate was graded as Level 3 overall for their answer. 20

Learner Guide
A strong answer for Question 8 should include:
• clear structure and argument
• description of what the Alphabet Agencies achieved and what they failed to achieve
• explanation of the importance/significance of the Alphabet Agencies supported by evidence such as relevant :
– key dates
– key names
– key characters and groups
– key ideas and concepts
– data and statistics
• balanced argument – examples of successes and failures of the Alphabet Agencies as well as other aspects of the New Deal
that were also important
• the consequences of the successes and failures of the Alphabet Agencies and other aspects of the New Deal
• the motives, purposes and effectiveness of the Alphabet Agencies and other aspects of the New Deal
• valid conclusions and supported judgements about the importance of the Alphabet Agencies.
Now let’s look at the example candidate response to Question 8 and the examiner’s comments on this response.
C. Example candidate response and examiner comments
The real candidate answer is presented on the left-hand side. The response has been typed and white spaces introduced
between sections to make it easier to read. The examiner comments are included inside the orange boxes.
The examiner marks the answer as a whole, taking into consideration the overall Level. However, for the purpose of this
example, the examiner has made specific comments about paragraphs to help you see what standard they each demonstrate.
The candidate was graded as Level 3 overall for their answer.
20

Learner Guide 8 How important were the Alphabet Agencies? Explain your answer. [40] The question is directly addressed and the candidate gives some In my opinion the alphabet agencies were the most important judgement. However, this paragraph is undeveloped because regulations in the New Deal because it changed a lot and they it lacks explanation and factual support such as examples (e.g. the CCC employed 2.5 million young men to help reduce the helped America to recover. Roosvelt set up many different alphabet unemployment problem) and does not provide balance. This agencies and all of them covered problems which had to be solved. paragraph demonstrates Level 2 skill because the question is only partially addressed. The work progress administration and the public work administration provided thousands of jobs, which was really important because of the influence of the Great Depression and The candidate examines the importance of the WPA and provides some brief examples of the different ways the agency helped ease the Wall Street crash. Furthermore they builded schools, bridges, the unemployment problem. streets, airports etc which made americans economy much stronger The description is structured but it lacks explicit explanation of its and, again, provided work. importance, such as it helped solve the unemployment problem that had reached nearly 14 million by 1933. This paragraph The alphabet agencies also helped farmers, who were hit hard demonstrates Level 3 skill. by the depression to recover. The agricultural adjustment administration for example paied farmers for producing less food which made the prices rise again and provided higher wages. The AAA is also briefly explained. The candidate focusses on Another really important alphabet/agency was the Tennessee valley the fact that the AAA helped increase income for farmers. This paragraph demonstrates Level 3 skill rather than Level 4 skill authority, which helped the whole zone of seven states to get out of because it lacks specific examples, such as statistics to support their dust. The problem was that the Tennessee river was flooding their response. For example, they didn’t state how many farmers in wet season and it was too dry in dry seasons. It had a really high were helped or by how much the wages or income increased. influence on the agriculture and the sail around the river got dry which made it impossible to plant important resources. 21

Learner Guide
8 How important were the Alphabet Agencies? Explain your answer. [40]
The question is directly addressed and the candidate gives some
In my opinion the alphabet agencies were the most important judgement. However, this paragraph is undeveloped because
regulations in the New Deal because it changed a lot and they it lacks explanation and factual support such as examples (e.g.
the CCC employed 2.5 million young men to help reduce the
helped America to recover. Roosvelt set up many different alphabet
unemployment problem) and does not provide balance. This
agencies and all of them covered problems which had to be solved.
paragraph demonstrates Level 2 skill because the question is only
partially addressed.
The work progress administration and the public work
administration provided thousands of jobs, which was really
important because of the influence of the Great Depression and The candidate examines the importance of the WPA and provides
the Wall Street crash. Furthermore they builded schools, bridges, some brief examples of the different ways the agency helped ease
the unemployment problem.
streets, airports etc which made americans economy much stronger
and, again, provided work. The description is structured but it lacks explicit explanation of its
importance, such as it helped solve the unemployment problem
that had reached nearly 14 million by 1933. This paragraph
The alphabet agencies also helped farmers, who were hit hard demonstrates Level 3 skill.
by the depression to recover. The agricultural adjustment
administration for example paied farmers for producing less food
which made the prices rise again and provided higher wages. The AAA is also briefly explained. The candidate focusses on
Another really important alphabet/agency was the Tennessee valley the fact that the AAA helped increase income for farmers. This
authority, which helped the whole zone of seven states to get out of paragraph demonstrates Level 3 skill rather than Level 4 skill
because it lacks specific examples, such as statistics to support
their dust. The problem was that the Tennessee river was flooding
their response. For example, they didn’t state how many farmers
in wet season and it was too dry in dry seasons. It had a really high were helped or by how much the wages or income increased.
influence on the agriculture and the sail around the river got dry
which made it impossible to plant important resources.
21

Learner Guide The Tennessee valley authority helped the area by building dams, The TVA is examined in more detail here. The candidate which controlled the problem of the river and mad work at the demonstrates, indirectly, a clear understanding of its importance same time. in helping many different aspects of the USA during the Depression such as the lack of communication between individual states, the poor economic development of the Tennessee Valley The Tennessee valley was also a really underdeveloped zone without area and the problems caused by lack of electrification. The electricity. The alphabet agency helped by building electricity candidate needs to address why this was important. For example, it helped to bring power to the region which allowed businesses networks. The Tennessee valley was a big problem area because to grow and create new job opportunities in the area. it was devided into 7 zones and every zone had their own This paragraph demonstrates Level 3 skills because the government, which made it impossible for them to control and solve explanation is structured but the explanations are not well the problems in all regions. The Tennessee valley authority made proven. If they had also included some example figures or it possible and was a great success. But even though the alphabet statistics to support their answer, they might have developed it to agencies were a really important factor there were other which demonstrate Level 4 skills. made the New Deal work out. The economic and especially the confidence of america was weekend a lot by the depression and Roosevelts aim was to recover from it. He introduced ‘bank holidays’ which closed all banks for 4 days The candidate then provides an analytical balance to their and reopened over 5000 healthy banks again after the holidays. response by examining other aspects of the New Deal as opposed They were even supported by the government if necessary. People to the Alphabet Agencies. The focus here is the Emergency Banking Act (though not mentioned by name). started to get trust into the banks again and confidence started The explanation of its importance is well-supported and growing. Roosevelt made the americans ffeel that something good developed, as the candidate links this to the renewed confidence was happening, which was significant, because the americans had in the banking system and includes in-depth factual examples to the feeling that they can trust Roosevelts actions. support their comments on how people regained confidence. This paragraph demonstrates Level 4 skill because it is supported by some relevant examples, such as ‘ … introduced ‘bank holidays’ which closed all banks for 4 days and reopened over 5000 healthy banks again after the holidays ’ that help develop this part of the answer further. 22

Learner Guide
The Tennessee valley authority helped the area by building dams,
The TVA is examined in more detail here. The candidate
which controlled the problem of the river and mad work at the demonstrates, indirectly, a clear understanding of its importance
same time. in helping many different aspects of the USA during the
Depression such as the lack of communication between individual
states, the poor economic development of the Tennessee Valley
The Tennessee valley was also a really underdeveloped zone without area and the problems caused by lack of electrification. The
electricity. The alphabet agency helped by building electricity candidate needs to address why this was important. For example,
networks. The Tennessee valley was a big problem area because it helped to bring power to the region which allowed businesses
to grow and create new job opportunities in the area.
it was devided into 7 zones and every zone had their own
government, which made it impossible for them to control and solve This paragraph demonstrates Level 3 skills because the
explanation is structured but the explanations are not well
the problems in all regions. The Tennessee valley authority made
proven. If they had also included some example figures or
it possible and was a great success. But even though the alphabet
statistics to support their answer, they might have developed it to
agencies were a really important factor there were other which demonstrate Level 4 skills.
made the New Deal work out.
The economic and especially the confidence of america was weekend
a lot by the depression and Roosevelts aim was to recover from
it. He introduced ‘bank holidays’ which closed all banks for 4 days
The candidate then provides an analytical balance to their
and reopened over 5000 healthy banks again after the holidays. response by examining other aspects of the New Deal as opposed
They were even supported by the government if necessary. People to the Alphabet Agencies. The focus here is the Emergency
Banking Act (though not mentioned by name).
started to get trust into the banks again and confidence started
growing. Roosevelt made the americans ffeel that something good The explanation of its importance is well-supported and
developed, as the candidate links this to the renewed confidence
was happening, which was significant, because the americans had
in the banking system and includes in-depth factual examples to
the feeling that they can trust Roosevelts actions.
support their comments on how people regained confidence.
This paragraph demonstrates Level 4 skill because it is supported
by some relevant examples, such as ‘ … introduced ‘bank holidays’
which closed all banks for 4 days and reopened over 5000 healthy
banks again after the holidays ’ that help develop this part of the
answer further.
22

Learner Guide Furthermore Roosevelt introduced the Wagner Pact which forced The Wagner Act is examined here as a further example of non- all companies to allow trade unions. Employees were allowed to agency help as part of the New Deal. This section is brief and not negotiate in trade unions for e.g. higher wages. This pact created precise about importance but is clearly focussed. The response here demonstrates Level 3 skill because it indirectly addresses the more cooperation in companies and made the employees feel fair question of importance by making a valid comment about the treated and worth. Wagner Act but it does not score higher because it is not obvious in the way the paragraph is worded and it lacks factual examples to make it developed. Another really important factor was the regulations Roosevelt introduced in his second New Deal. He developed a scheme that allowed pension for elderly over 65 and widows. The candidate then gives details about the Social Security Furthermore it made companies put small amount of money into Act without mentioning it by name. Good knowledge and funds, which was given to people who lost their jobs to be able to understanding is demonstrated about the workings of the pay their houses and food until they found work again. He also legislation and it is linked directly to importance as part of the provided money and help for people were not able to work because Second New Deal. of accident or a disability. The scheme made many americans feel This description is structured but as the candidate only partially safe and get trust in the government. explains the importance they demonstrate Level 3 skill. This could have been developed further into a Level 4 response by comparing the relative importance of the Social Security Act to All in all I can say that the alphabet agencies were probably the the Alphabet Agencies by comparing their impact and success. most important factor to make the New Deal work out because all of them strenghtend the economy very much and helped farmers and americans in general to get out of the depression. The best thing about the alphabet agencies was probably that it reduced the The conclusion is brief and acts as a summary rather than providing a final analysis. There is not enough explanation and unemployment rate really much, but however, their were also other evidence to make a supported judgement about the relative factors that helped america to recover like the wagner pact and importance of the Alphabet Agencies against other factors. So, security act. the conclusion demonstrates Level 3 skill. To demonstrate Level 4 skill here, the candidate has to make Mark awarded = 21 out of 40 Level 3 well reasoned and supported judgements in the conclusion using precise and accurate evidence that proves their argument. 23

Learner Guide
Furthermore Roosevelt introduced the Wagner Pact which forced
The Wagner Act is examined here as a further example of non-
all companies to allow trade unions. Employees were allowed to agency help as part of the New Deal. This section is brief and not
negotiate in trade unions for e.g. higher wages. This pact created precise about importance but is clearly focussed. The response
more cooperation in companies and made the employees feel fair here demonstrates Level 3 skill because it indirectly addresses the
question of importance by making a valid comment about the
treated and worth.
Wagner Act but it does not score higher because it is not obvious
in the way the paragraph is worded and it lacks factual examples
Another really important factor was the regulations Roosevelt to make it developed.
introduced in his second New Deal. He developed a scheme that
allowed pension for elderly over 65 and widows.
The candidate then gives details about the Social Security
Furthermore it made companies put small amount of money into
Act without mentioning it by name. Good knowledge and
funds, which was given to people who lost their jobs to be able to
understanding is demonstrated about the workings of the
pay their houses and food until they found work again. He also legislation and it is linked directly to importance as part of the
provided money and help for people were not able to work because Second New Deal.
of accident or a disability. The scheme made many americans feel This description is structured but as the candidate only partially
safe and get trust in the government. explains the importance they demonstrate Level 3 skill. This
could have been developed further into a Level 4 response by
comparing the relative importance of the Social Security Act to
All in all I can say that the alphabet agencies were probably the the Alphabet Agencies by comparing their impact and success.
most important factor to make the New Deal work out because all
of them strenghtend the economy very much and helped farmers
and americans in general to get out of the depression. The best
thing about the alphabet agencies was probably that it reduced the The conclusion is brief and acts as a summary rather than
unemployment rate really much, but however, their were also other providing a final analysis. There is not enough explanation and
evidence to make a supported judgement about the relative
factors that helped america to recover like the wagner pact and
importance of the Alphabet Agencies against other factors. So,
security act.
the conclusion demonstrates Level 3 skill.
To demonstrate Level 4 skill here, the candidate has to make
Mark awarded = 21 out of 40 Level 3 well reasoned and supported judgements in the conclusion using
precise and accurate evidence that proves their argument.
23

Learner Guide C. How the answer could have been improved This is a solid Level 3 response that shows balanced but partial explanations that address the question. The response could be improved to achieve Level 4 by directly comparing the relative importance of the Alphabet Agencies against the other aspects of the New Deal in terms of their impact and success in solving the problems caused by the Depression, such as unemployment, poverty and stimulating the economy. The response could have also examined the lack of success of many of the Alphabet Agencies in the long term as many aspects of the Depression were only solved by the onset of the Second World War. Opposition to the New Deal could also have been included in the response, particularly radical opponents such as Huey Long, Supreme Court opposition and Republican criticisms of the Alphabet Agencies. In summary, this answer needed more direct comparisons, some deeper examination of some key aspects and more supporting examples and facts. D. Common mistakes The most common error for this question was the mistake made by some candidates in defining what constitutes an Alphabet Agency. Many responses incorrectly described all legislation passed by the Roosevelt administration as an example of an Alphabet Agency. It was also common for candidates to mistakenly include the Emergency Banking Act, the Wagner Act and the Social Security Act as examples of the agencies, which is incorrect and led many candidates to write large sections of inaccurate material in their responses. In summary, a common mistake was incorrect factual knowledge used as evidence. General advice In order to do your best when answering a question, make sure you: • actually address the question being asked; stay focussed • think carefully about how to define a given term or event, ensuring that you use the correct facts in your description, not just all the facts you can think of • relate any facts, definitions or knowledge you’ve given to the question being asked, i.e. consider the context of the information you are giving • are clear and direct in any judgement, statements or conclusions you are making; the examiner cannot make assumptions about what you mean – you need to make it very clear • support any judgements, statements or conclusions with accurate and relevant evidence, examples and statistics • write a conclusion that is analytical and developed in terms of explanation and evidence when making your final judgement. 24

Learner Guide
C. How the answer could have been improved
This is a solid Level 3 response that shows balanced but partial explanations that address the question.
The response could be improved to achieve Level 4 by directly comparing the relative importance of the Alphabet Agencies
against the other aspects of the New Deal in terms of their impact and success in solving the problems caused by the
Depression, such as unemployment, poverty and stimulating the economy.
The response could have also examined the lack of success of many of the Alphabet Agencies in the long term as many
aspects of the Depression were only solved by the onset of the Second World War.
Opposition to the New Deal could also have been included in the response, particularly radical opponents such as Huey Long,
Supreme Court opposition and Republican criticisms of the Alphabet Agencies.
In summary, this answer needed more direct comparisons, some deeper examination of some key aspects and more
supporting examples and facts.
D. Common mistakes
The most common error for this question was the mistake made by some candidates in defining what constitutes an Alphabet
Agency. Many responses incorrectly described all legislation passed by the Roosevelt administration as an example of an
Alphabet Agency. It was also common for candidates to mistakenly include the Emergency Banking Act, the Wagner Act and
the Social Security Act as examples of the agencies, which is incorrect and led many candidates to write large sections of
inaccurate material in their responses.
In summary, a common mistake was incorrect factual knowledge used as evidence.
General advice
In order to do your best when answering a question, make sure you:
• actually address the question being asked; stay focussed
• think carefully about how to define a given term or event, ensuring that you use the correct facts in your description, not
just all the facts you can think of
• relate any facts, definitions or knowledge you’ve given to the question being asked, i.e. consider the context of the
information you are giving
• are clear and direct in any judgement, statements or conclusions you are making; the examiner cannot make assumptions
about what you mean – you need to make it very clear
• support any judgements, statements or conclusions with accurate and relevant evidence, examples and statistics
• write a conclusion that is analytical and developed in terms of explanation and evidence when making your final
judgement.
24

Learner Guide Section 5: Revision It is important that you plan your revision in plenty of time for the examinations and that you develop a revision technique that works for you. Planning your revision A well-structured revision plan can give you the best chance of success in your examinations. As early as possible (at least six weeks before the examinations for each subject) identify the time you will spend revising and schedule slots for revision of this subject alongside your other subjects. To create a revision schedule, you could use an overall planner for the weeks leading up to the examinations. You could then create weekly revision plans at the start of each week, which include the detail of which subjects you will revise and when. There are some example planners on the next page but there are lots of other ways you can do this. Planning takes time but will help you be more productive. Use the following as a checklist to help you create your schedule: Write down the dates and times of each of the examinations you are taking, in a calendar, diary or planner. Work out how much time you have before each examination, so you can leave yourself plenty of time to revise each subject. For each subject make sure you: know how long each examination paper is know what each examination paper is going to assess work out how much time you can spend on each topic so that you revise all topics. It is important to have breaks in order to stay alert and productive, so make sure you: include one rest day per week, or break this up into shorter rest breaks across a week include at least two hours of rest before bed time; working too late is unlikely to be productive take regular breaks during revision; revising for hours without a break will overload you have short revision sessions and short breaks between each session know ways to relax during your breaks; for example, physical exercise can be good during breaks. It is important to be flexible and realistic, so make sure you: include most days leading up to the exams and include any days or times when you are not able to revise (for example due to attending school, eating meals, participating in sports and hobbies) are honest with yourself about how much time you can really spend on each subject and topic don’t get upset about plans that did not work – think of new plans that are easier to achieve. It might help to: include a mixture of subjects each day break up the material in your subjects into manageable chunks. Plan to return to topics and review them; revisiting a topic means that you can check that you still remember the material and it should help you to recall more of the topic. Include doing past paper examinations in your plan. 25

Learner Guide
Section 5: Revision
It is important that you plan your revision in plenty of time for the examinations and that you develop a revision technique
that works for you.
Planning your revision
A well-structured revision plan can give you the best chance of success in your examinations. As early as possible (at least six
weeks before the examinations for each subject) identify the time you will spend revising and schedule slots for revision of
this subject alongside your other subjects.
To create a revision schedule, you could use an overall planner for the weeks leading up to the examinations. You could then
create weekly revision plans at the start of each week, which include the detail of which subjects you will revise and when.
There are some example planners on the next page but there are lots of other ways you can do this. Planning takes time but
will help you be more productive.
Use the following as a checklist to help you create your schedule:
Write down the dates and times of each of the examinations you are taking, in a calendar, diary or planner.
Work out how much time you have before each examination, so you can leave yourself plenty of time to
revise each subject.
For each subject make sure you:
know how long each examination paper is
know what each examination paper is going to assess
work out how much time you can spend on each topic so that you revise all topics.
It is important to have breaks in order to stay alert and productive, so make sure you:
include one rest day per week, or break this up into shorter rest breaks across a week
include at least two hours of rest before bed time; working too late is unlikely to be productive
take regular breaks during revision; revising for hours without a break will overload you
have short revision sessions and short breaks between each session
know ways to relax during your breaks; for example, physical exercise can be good during breaks.
It is important to be flexible and realistic, so make sure you:
include most days leading up to the exams and include any days or times when you are not able to revise
(for example due to attending school, eating meals, participating in sports and hobbies)
are honest with yourself about how much time you can really spend on each subject and topic
don’t get upset about plans that did not work – think of new plans that are easier to achieve.
It might help to:
include a mixture of subjects each day
break up the material in your subjects into manageable chunks.
Plan to return to topics and review them; revisiting a topic means that you can check that you still
remember the material and it should help you to recall more of the topic.
Include doing past paper examinations in your plan.
25

Learner Guide Revision planners There are many different planners, calendars and timetables you could use to plan your revision. The ones provided in this section are just examples. They range from an overview of all the weeks leading up to the first examination, to the detail of what you will be revising each day. Use colour-coding for different subjects, time off, examinations and so on. Plan which subjects you are going to revise in which slots. You could then add more detail such as topics to be covered. The planner can be as detailed, large and colourful as you like. Remember to tick off sections as you complete them and to review your plans if needed. Overview planner In the example below, imagine that the first examination is on 1 June. Here, the box has just been highlighted but you should write down the paper number, the subject and the time of the examination. You should do this for all the examinations you have. This helps you to visualise how much time you have before each examination. You can use this to block out whole or half days when you can’t revise. You can also include as much or as little detail about your daily or weekly revision plan as you like. Monday Tuesday Wednesday Thursday Friday Saturday Sunday 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 26

Learner Guide
Revision planners
There are many different planners, calendars and timetables you could use to plan your revision. The ones provided in this
section are just examples. They range from an overview of all the weeks leading up to the first examination, to the detail of
what you will be revising each day.
Use colour-coding for different subjects, time off, examinations and so on. Plan which subjects you are going to revise in which
slots. You could then add more detail such as topics to be covered. The planner can be as detailed, large and colourful as you
like. Remember to tick off sections as you complete them and to review your plans if needed.
Overview planner
In the example below, imagine that the first examination is on 1 June. Here, the box has just been highlighted but you should
write down the paper number, the subject and the time of the examination. You should do this for all the examinations you
have. This helps you to visualise how much time you have before each examination. You can use this to block out whole or half
days when you can’t revise. You can also include as much or as little detail about your daily or weekly revision plan as you like.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
17 18 19 20 21 22 23
24 25 26 27 28 29 30
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31 1 2 3 4
26

Learner Guide Weekly planner This allows you to input greater detail about what you will revise each week. In the example below, each day is split into three. Monday Tuesday Wednesday Thursday Friday Saturday Sunday Morning Afternoon Evening In the example below, each day has been split into 1-hour slots so you can include even more detail. Monday Tuesday Wednesday Thursday Friday Saturday Sunday 08:00 - 09:00 09:00 - 10:00 10:00 - 11:00 11:00 - 12:00 12:00 - 13:00 13:00 - 14:00 14:00 - 15:00 15:00 - 16:00 16:00 - 17:00 17:00 - 18:00 18:00 - 19:00 19:00 - 20:00 20:00 - 21:00 27

Learner Guide
Weekly planner
This allows you to input greater detail about what you will revise each week. In the example below, each day is split into three.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Morning
Afternoon
Evening
In the example below, each day has been split into 1-hour slots so you can include even more detail.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
00 -
00
00 -
00
00 -
00
00 -
00
00 -
00
00 -
00
00 -
00
00 -
00
00 -
00
00 -
00
00 -
00
00 -
00
00 -
00
27

Learner Guide General revision advice Here are some useful tips to help you with your revision. Use this as a checklist. Make accurate notes during the course. Look at the revision checklists and be really clear what topics you need to know. Check that your notes are complete and make sense. If you need to improve your notes, you could: • ask your teacher for help, especially if you don’t understand some of your notes • ask a friend if you can copy missed work, but make sure you understand it • find more information on topics using your teacher, textbook, the library or the internet; your teacher will have a full copy of the syllabus • use different note-taking methods such as colour-coded notes, tables, spider-diagrams and mind maps; Venn diagrams can be very useful when you need to compare and contrast things. Make lots of new notes: they don’t have to be neat, you can use scrap paper or a digital notepad. Remember that the process of writing and reviewing your notes helps you to remember information. Be organised: keep your notes, textbooks, exercise books and websites to hand. Find a revision method that works for you; this might be working alone, with friends, with parents, online, at school, at home or a mixture of many different methods. Have a clear revision plan, schedule or timetable for each subject you are studying. Vary your revision activities: your revision programme should do more than remind you what you can and cannot do – it should help you to improve. Use revision checklists to analyse how confident you feel in each topic. Try doing some past examination papers; use the mark schemes to assess yourself. Use plenty of pens, colours, paper and card of different sizes to make your notes more fun. Test yourself in different ways, for example by: • playing ‘Teach the topic’ • using Question and answer cards • answering real exam questions Buy a good revision guide. 28

Learner Guide
General revision advice
Here are some useful tips to help you with your revision. Use this as a checklist.
Make accurate notes during the course.
Look at the revision checklists and be really clear what topics you need to know.
Check that your notes are complete and make sense.
If you need to improve your notes, you could:
• ask your teacher for help, especially if you don’t understand some of your notes
• ask a friend if you can copy missed work, but make sure you understand it
• find more information on topics using your teacher, textbook, the library or the internet; your teacher will
have a full copy of the syllabus
• use different note-taking methods such as colour-coded notes, tables, spider-diagrams and mind maps;
Venn diagrams can be very useful when you need to compare and contrast things.
Make lots of new notes: they don’t have to be neat, you can use scrap paper or a digital notepad. Remember
that the process of writing and reviewing your notes helps you to remember information.
Be organised: keep your notes, textbooks, exercise books and websites to hand.
Find a revision method that works for you; this might be working alone, with friends, with parents, online, at
school, at home or a mixture of many different methods.
Have a clear revision plan, schedule or timetable for each subject you are studying.
Vary your revision activities: your revision programme should do more than remind you what you can and
cannot do – it should help you to improve.
Use revision checklists to analyse how confident you feel in each topic.
Try doing some past examination papers; use the mark schemes to assess yourself.
Use plenty of pens, colours, paper and card of different sizes to make your notes more fun.
Test yourself in different ways, for example by:
• playing ‘Teach the topic’
• using Question and answer cards
• answering real exam questions
Buy a good revision guide.
28

Learner Guide You might also find it helpful to: Target single issues such as correcting those little things you always get wrong, or reminding yourself about any facts/issues/skills that you have never been too sure of. Spend most of your time on specific skills, knowledge or issues that you have found more difficult when practising them, either during revision or earlier in the course during tests or mock exams. Spend some time focussing on your strengths as well, so that you can improve. Top tips for revision of Cambridge IGCSE History 1. Living timelines Living timelines are not just normal timelines. They allow you to analyse information, study causes and consequences and get your brain working beyond just putting dates in order. The basics of a living timeline are as follows: i. Use a horizontal line for the dates, just like a normal timeline. ii. Use a vertical line to label the success and failure, importance, significance, impact, continuity and change over a set period of time. The example below measures the success and failures of the Weimar Republic 1918–23 from Depth Study B: Germany 1918–45. Living timeline of the successes and failures of early Weimar 1918-23 success January 1919: Spartacist Revolt successfully stopped by Ebert using the freikorps March 1920: Kapp Putsch ended after Ebert calls for General Strike 1918 1919 1920 1921 1922 1923 11 January 1923: French and Belgian troops invade the Ruhr 28 June 1919: Germany forced to sign Treaty of failure Versailles 29

Learner Guide
You might also find it helpful to:
Target single issues such as correcting those little things you always get wrong, or reminding yourself about
any facts/issues/skills that you have never been too sure of.
Spend most of your time on specific skills, knowledge or issues that you have found more difficult when
practising them, either during revision or earlier in the course during tests or mock exams.
Spend some time focussing on your strengths as well, so that you can improve.
Top tips for revision of Cambridge IGCSE History
1. Living timelines
Living timelines are not just normal timelines. They allow you to analyse information, study causes and consequences and get
your brain working beyond just putting dates in order.
The basics of a living timeline are as follows:
i. Use a horizontal line for the dates, just like a normal timeline.
ii. Use a vertical line to label the success and failure, importance, significance, impact, continuity and change over a set
period of time.
The example below measures the success and failures of the Weimar Republic 1918–23 from Depth Study B: Germany
1918–45.
Living timeline of the successes and failures of early Weimar 1918-23
success January 1919: Spartacist
Revolt successfully stopped
by Ebert using the freikorps
March 1920: Kapp Putsch
ended after Ebert calls for
General Strike
1918 1919 1920 1921 1922 1923
11 January 1923: French and
Belgian troops invade the
Ruhr
28 June 1919: Germany
forced to sign Treaty of
failure Versailles
29

Learner Guide 2. Mind maps Mind maps are a great way to revise the links between different factors or to explore a larger topic. They can also be used to brainstorm your ideas. i. Use a blank sheet of paper and turn it on its side (landscape). ii. Put the topic title in the middle of the page and build the mind map outwards using lines called ‘branches’. – The first branches are from the central topic to sub-topics; draw these as thick lines. – Add new branches from the sub-topics to include more detail; draw these as thinner lines. – Add even more detail to a point by adding more branches. This creates a hierarchy of information from ‘overview’ (the thick branches) to ‘fine detail’ (thinnest branches). iii. Write single key words or phrases along a branch and add drawings for visual impact. iv. Use different colours, highlighter pens, symbols and arrows to highlight key facts or issues. It is a good idea to use a large piece of plain A3 (or larger) paper and lots of coloured pens. 30

Learner Guide
2. Mind maps
Mind maps are a great way to revise the links between different factors or to explore a larger topic. They can also be used to
brainstorm your ideas.
i. Use a blank sheet of paper and turn it on its side (landscape).
ii. Put the topic title in the middle of the page and build the mind map outwards using lines called ‘branches’.
– The first branches are from the central topic to sub-topics; draw these as thick lines.
– Add new branches from the sub-topics to include more detail; draw these as thinner lines.
– Add even more detail to a point by adding more branches.
This creates a hierarchy of information from ‘overview’ (the thick branches) to ‘fine detail’ (thinnest branches).
iii. Write single key words or phrases along a branch and add drawings for visual impact.
iv. Use different colours, highlighter pens, symbols and arrows to highlight key facts or issues.
It is a good idea to use a large piece of plain A3 (or larger) paper and lots of coloured pens.
30

Learner Guide 3. Teach the topic This is a very simple but effective technique that focusses on knowledge recall. It tests the brain and rehearse the information you need to know for a certain topic and so will help your revision. i. Create some topic cards with key bullet points of information on. Leave space for ticks. ii. Give these to your parents, family or friends for example. iii. Give yourself 10 minutes maximum to teach your audience the main points of the topic. You could use a mini-whiteboard or flip chart to help. iv. Your audience tick off all the points you mention in your presentation and give you a final score. The brain loves competition, so if you do not score full marks, you can try again the next day, or compete against friends. This system of repeat and rehearsal is very effective, especially with more complex topics, and doesn't take much preparation. 4. Question and answer (Q&A) cards This is very similar to 'Teach the topic' but less formal and less public for those who dislike performing in front of others. It tests knowledge recall and rehearses the information you need to know for a certain topic. i. Pick a topic and create two sets of cards: question cards and answer cards. You might find it helpful to make the question cards a different size or use different coloured card for answers. ii. Make sure you have the topic, or something appropriate depending on what you are focusing on, as a heading on each card. The questions should test your knowledge and understanding of key areas of the course. iii. A friend or family member uses the cards to test you in short 5 or 10 minute periods at any time during the day. iv. You could also do this alone by reading the questions to yourself, giving the answer and then checking the correct answer card. v. This game can be adapted by using the cards to find matching pairs: turn all cards face down across the space in front of you. Turn over two cards, leaving them where they are. If they match (one is a question card and the other is the corresponding answer card) pick up the pair and put them to one side. If they don't match, try to remember where they are and what is on each card, then turn them back over. Turn over two other cards. Continue until you have matched all pairs. 5. Question paper and mark schemes Looking at past question papers and the mark scheme helps you to familiarise yourself with what to expect and what the standard is. i. Ask your teacher for past paper questions with mark schemes for the course – ask your teacher for help to make sure you are answering the correct questions and to simplify the mark scheme. ii. Look at the revision checklist and identify which topic a given question relates to – you might need to ask your teacher to help you do this. iii. Once you have finished revising a topic or unit, time yourself answering some appropriate exam questions. Check the mark schemes to see how well you would have scored, or give the answers to your teacher to check. iv. Add details or notes to the mark scheme where you missed out on marks in your original answers using a different coloured pen. Use these notes when you revise and try the question again later. You can find plenty of past exam papers and mark schemes on the Cambridge International public website: www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-history-0470/past-papers/ 31

Learner Guide
3. Teach the topic
This is a very simple but effective technique that focusses on knowledge recall. It tests the brain and rehearse the information
you need to know for a certain topic and so will help your revision.
i. Create some topic cards with key bullet points of information on. Leave space for ticks.
ii. Give these to your parents, family or friends for example.
iii. Give yourself 10 minutes maximum to teach your audience the main points of the topic. You could use a mini-whiteboard
or flip chart to help.
iv. Your audience tick off all the points you mention in your presentation and give you a final score.
The brain loves competition, so if you do not score full marks, you can try again the next day, or compete against friends. This
system of repeat and rehearsal is very effective, especially with more complex topics, and doesn't take much preparation.
4. Question and answer (Q&A) cards
This is very similar to 'Teach the topic' but less formal and less public for those who dislike performing in front of others. It
tests knowledge recall and rehearses the information you need to know for a certain topic.
i. Pick a topic and create two sets of cards: question cards and answer cards. You might find it helpful to make the question
cards a different size or use different coloured card for answers.
ii. Make sure you have the topic, or something appropriate depending on what you are focusing on, as a heading on each
card. The questions should test your knowledge and understanding of key areas of the course.
iii. A friend or family member uses the cards to test you in short 5 or 10 minute periods at any time during the day.
iv. You could also do this alone by reading the questions to yourself, giving the answer and then checking the correct answer
card.
v. This game can be adapted by using the cards to find matching pairs: turn all cards face down across the space in front
of you. Turn over two cards, leaving them where they are. If they match (one is a question card and the other is the
corresponding answer card) pick up the pair and put them to one side. If they don't match, try to remember where they are
and what is on each card, then turn them back over. Turn over two other cards. Continue until you have matched all pairs.
5. Question paper and mark schemes
Looking at past question papers and the mark scheme helps you to familiarise yourself with what to expect and what the
standard is.
i. Ask your teacher for past paper questions with mark schemes for the course – ask your teacher for help to make sure you
are answering the correct questions and to simplify the mark scheme.
ii. Look at the revision checklist and identify which topic a given question relates to – you might need to ask your teacher to
help you do this.
iii. Once you have finished revising a topic or unit, time yourself answering some appropriate exam questions. Check the mark
schemes to see how well you would have scored, or give the answers to your teacher to check.
iv. Add details or notes to the mark scheme where you missed out on marks in your original answers using a different
coloured pen. Use these notes when you revise and try the question again later.
You can find plenty of past exam papers and mark schemes on the Cambridge International public website:
www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-history-0470/past-papers/
31

Learner Guide Other useful revision advice for Cambridge IGCSE History Although there is a choice of questions on Paper 1 and Paper 4, not every Key Question will be examined, so make sure you don't have gaps in your notes, just in case those topics come up. You can plan to revise in a number of different ways, such as: • Revise by topic – revise the Key Questions in your Core Content option and then your Depth Study. • Revise by exam paper – revise the topics as they are tested in the examination Papers 1–4. • Mixed approach – revise the topics in the Core Content option and the Depth Study option but practise relevant exam paper questions as you go along. There is no correct way of revising so you need to choose the system that works for you. Mixed approach revision timetable The example below shows a simple table that applies the mixed approach to revision timetabling. This example shows only a small sample of the content. Column 1 – contains the topic focus or Key Question Column 2 – lists the planned amount of time to spend revising based on the difficulty and amount of information to be learned Column 3 – includes a reference to past paper questions that test the topic Column 4 – ‘RAG’ stands for ‘Red’, ‘Amber’ and ‘Green’. Fill in this column according to your confidence in the topic focus or Key Question: R = Red (I do not understand or am not confident); A = Amber (I partially understand and have some confidence); G = Green (I fully understand and am completely confident) Column 5 – write notes to yourself on what to focus on, or activities to help you revise or practise the topics and any notes that support your revision. Topic/Key Question Time Past RAG Notes needed paper The 20th century: International Relations since 1919 Core B1 Were the peace treaties of 1919–23 fair? 4 hours • The peace treaties of 1919–23: – the roles of individuals such as Wilson, Clemenceau and Lloyd George in the peacemaking process 32

Learner Guide
Other useful revision advice for Cambridge IGCSE History
Although there is a choice of questions on Paper 1 and Paper 4, not every Key Question will be examined, so make sure you
don't have gaps in your notes, just in case those topics come up.
You can plan to revise in a number of different ways, such as:
• Revise by topic – revise the Key Questions in your Core Content option and then your Depth Study.
• Revise by exam paper – revise the topics as they are tested in the examination Papers 1–4.
• Mixed approach – revise the topics in the Core Content option and the Depth Study option but practise relevant exam
paper questions as you go along.
There is no correct way of revising so you need to choose the system that works for you.
Mixed approach revision timetable
The example below shows a simple table that applies the mixed approach to revision timetabling.
This example shows only a small sample of the content.
Column 1 – contains the topic focus or Key Question
Column 2 – lists the planned amount of time to spend revising based on the difficulty and amount of information to be
learned
Column 3 – includes a reference to past paper questions that test the topic
Column 4 – ‘RAG’ stands for ‘Red’, ‘Amber’ and ‘Green’. Fill in this column according to your confidence in the topic focus
or Key Question: R = Red (I do not understand or am not confident); A = Amber (I partially understand and have
some confidence); G = Green (I fully understand and am completely confident)
Column 5 – write notes to yourself on what to focus on, or activities to help you revise or practise the topics and any notes
that support your revision.
Topic/Key Question Time Past RAG Notes
needed paper
The 20th century: International Relations since 1919
Core B1
Were the peace treaties of 1919–23 fair?
4 hours
• The peace treaties of 1919–23:
– the roles of individuals such as Wilson,
Clemenceau and Lloyd George in the
peacemaking process
32

Learner Guide Now use the revision checklists on the next pages to help guide your revision. Revision checklists for Cambridge IGCSE History The tables below can be used as a revision checklist: It doesn’t contain all the detailed knowledge you need to know, just an overview . For more detail see the syllabus and talk to your teacher. You can use the tick boxes in the checklists to show when you have revised and are happy that you do not need to return to it. Tick the ‘R’, ‘A’, and ‘G’ column to record your progress. The ‘R’, ‘A’ and ‘G’ represent different levels of confidence, as follows: • R = RED : means you are really unsure and lack confidence in that area; you might want to focus your revision here and possibly talk to your teacher for help • A = AMBER : means you are reasonably confident in a topic but need some extra practice • G = GREEN : means you are very confident in a topic As your revision progresses, you can concentrate on the RED and AMBER topics, in order to turn them into GREEN topics. You might find it helpful to highlight each topic in red, orange or green to help you prioritise. You can use the ‘Comments’ column to: • add more information about the details for each point • include a reference to a useful resource • add learning aids such as rhymes, poems or word play • highlight areas of difficulty or things that you need to talk to your teacher about. Click on the relevant link below to go directly to the appropriate checklist: Core Content Option A: The 19th century: The Development of Modern Nation States, 1848–1914 Option B: The 20th century: International Relations since 1919 Depth Study A: The First World War, 1914–18 B: Germany, 1918–45 C: Russia, 1905–41 D: The USA, 1919–41 E: China, c.1930–c.1990 F: South Africa, c.1940–c.1994 G: Israelis and Palestinians since 1945 33

Learner Guide
Now use the revision checklists on the next pages to help guide your revision.
Revision checklists for Cambridge IGCSE History
The tables below can be used as a revision checklist: It doesn’t contain all the detailed knowledge you need to know, just
an overview . For more detail see the syllabus and talk to your teacher.
You can use the tick boxes in the checklists to show when you have revised and are happy that you do not need to return to it.
Tick the ‘R’, ‘A’, and ‘G’ column to record your progress. The ‘R’, ‘A’ and ‘G’ represent different levels of confidence, as follows:
• R = RED : means you are really unsure and lack confidence in that area; you might want to focus your revision here and
possibly talk to your teacher for help
• A = AMBER : means you are reasonably confident in a topic but need some extra practice
• G = GREEN : means you are very confident in a topic
As your revision progresses, you can concentrate on the RED and AMBER topics, in order to turn them into GREEN topics. You
might find it helpful to highlight each topic in red, orange or green to help you prioritise.
You can use the ‘Comments’ column to:
• add more information about the details for each point
• include a reference to a useful resource
• add learning aids such as rhymes, poems or word play
• highlight areas of difficulty or things that you need to talk to your teacher about.
Click on the relevant link below to go directly to the appropriate checklist:
Core Content
Option A: The 19th century: The Development of Modern Nation States, 1848–1914
Option B: The 20th century: International Relations since 1919
Depth Study
A: The First World War, 1914–18
B: Germany, 1918–45
C: Russia, 1905–41
D: The USA, 1919–41
E: China, c.1930–c.1990
F: South Africa, c.1940–c.1994
G: Israelis and Palestinians since 1945
33

Learner Guide Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core A1 • Why were there so The nature of revolutions in 1848, and the influence of many revolutions in liberalism and nationalism Were the Revolutions 1848? of 1848 important? • Did the revolutions Causes and events of revolutions in France, Italy, Germany have anything in and the Austrian Empire common? Reasons for the failure of the revolutions • Why did most of the revolutions fail? • Did the revolutions change anything? Core A2 • Why was Italy not Austrian influence over Italy unified in 1848–49? How was Italy • How important Italian nationalism and the role of Mazzini unified? was Garibaldi’s contribution to Events of 1848–49 unifying Italy? Victor Emmanuel II and Cavour: Plombières, war with Austria • Did Cavour help or in 1859 hinder the unification of Italy? Garibaldi and the invasion of Sicily and Naples • How important for other European The creation of the Kingdom of Italy, completion of countries were moves unification by 1870 towards Italian unification? 34

Learner Guide
Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core A1 • Why were there so The nature of revolutions in 1848, and the influence of
many revolutions in liberalism and nationalism
Were the Revolutions
1848?
of 1848 important?
• Did the revolutions Causes and events of revolutions in France, Italy, Germany
have anything in and the Austrian Empire
common?
• Why did most of the Reasons for the failure of the revolutions
revolutions fail?
• Did the revolutions
change anything?
Core A2 • Why was Italy not Austrian influence over Italy
unified in 1848–49?
How was Italy
unified? • How important Italian nationalism and the role of Mazzini
was Garibaldi’s
contribution to Events of 1848–49
unifying Italy?
• Did Cavour help or Victor Emmanuel II and Cavour: Plombières, war with Austria
hinder the unification in 1859
of Italy?
• How important Garibaldi and the invasion of Sicily and Naples
for other European
countries were moves The creation of the Kingdom of Italy, completion of
towards Italian unification by 1870
unification?
34

Learner Guide Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core A3 • Why was Germany German nationalism not unified in How was Germany 1848–50? The Zollverein unified? • How did Bismarck bring about Austria’s The 1848 revolution in Prussia defeat of 1866? The setting up and eventual failure of the Frankfurt Parliament • How did Bismarck bring about France’s defeat of 1870? Re-establishment of Austrian influence in Germany by 1850 • How far was Bismarck as Prussian Minister-President Bismarck responsible for the unification of Germany? Bismarck’s foreign policy to 1871: • Schleswig-Holstein • the Austro-Prussian War and its consequences • relations with France • the Spanish Succession and the Franco-Prussian War • the creation of the German empire 35

Learner Guide
Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core A3 • Why was Germany German nationalism
not unified in
How was Germany
1848–50? The Zollverein
unified?
• How did Bismarck
bring about Austria’s The 1848 revolution in Prussia
defeat of 1866?
• How did Bismarck The setting up and eventual failure of the Frankfurt Parliament
bring about France’s
defeat of 1870? Re-establishment of Austrian influence in Germany by 1850
• How far was
Bismarck responsible Bismarck as Prussian Minister-President
for the unification of
Germany? Bismarck’s foreign policy to 1871:
• Schleswig-Holstein
• the Austro-Prussian War and its consequences
• relations with France
• the Spanish Succession and the Franco-Prussian War
• the creation of the German empire
35

Learner Guide Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core A4 • How far did slavery Causes and consequences of the American Civil War, 1820–77: cause the Civil War? Why was there a civil • differences between North and South • What was the war in the United significance of States and what were • slavery, slave states and free states abolitionism Lincoln's election as its results? president? • the 1860 election and secession of the Southern states • Why was the North able to win the war? • reasons for the North's victory • Did the way change anything? • the role of Lincoln • reconstruction • how successful was reconstruction? 36

Learner Guide
Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core A4 • How far did slavery Causes and consequences of the American Civil War, 1820–77:
cause the Civil War?
Why was there a civil • differences between North and South
war in the United • What was the
States and what were significance of • slavery, slave states and free states abolitionism
its results? Lincoln's election as
president?
• the 1860 election and secession of the Southern states
• Why was the North
able to win the war? • reasons for the North's victory
• Did the way change
anything? • the role of Lincoln
• reconstruction
• how successful was reconstruction?
36

Learner Guide Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core A5 • What were Reasons for imperialism: economic, military, geopolitical, the motives religious and cultural motives Why, and with behind European what effects, did imperialism? Europeans in Africa: case studies of French, British and Belgian Europeans expand • How varied were the imperialism, and their impacts on Africans: their overseas impacts of European empires in the 19 th • the French model of assimilation and direct rule; Faidherbe imperialism on century? and Senegal Africans? • Why, and with what • the British model of indirect rule; Lugard and Nigeria effects, did Indians resist British rule? • the Belgians and private imperialism; Leopold II and the • Why, and with Congo what effects, did the Chinese resist The British in India: the Mutiny, and changes it brought to European influence? British rule Europeans and China: the Opium Wars, the Boxer Rising and their results 37

Learner Guide
Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core A5 • What were Reasons for imperialism: economic, military, geopolitical,
the motives religious and cultural motives
Why, and with
behind European
what effects, did
imperialism? Europeans in Africa: case studies of French, British and Belgian
Europeans expand
their overseas • How varied were the imperialism, and their impacts on Africans:
empires in the 19 th impacts of European • the French model of assimilation and direct rule; Faidherbe
century? imperialism on and Senegal
Africans?
• Why, and with what • the British model of indirect rule; Lugard and Nigeria
effects, did Indians
resist British rule? • the Belgians and private imperialism; Leopold II and the
• Why, and with Congo
what effects, did
the Chinese resist The British in India: the Mutiny, and changes it brought to
European influence? British rule
Europeans and China: the Opium Wars, the Boxer Rising and
their results
37

Learner Guide Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core A6 • Did the Alliance The origins of the First World War, 1890–1914: System make war What caused the First • the Alliance System more likely or less World War? likely? • the arms race • How far did colonial problems create • colonial rivalries tensions between the Great Powers? • developments in the Balkans • Why were problems in the Balkans so • the crisis of June–July 1914 and the outbreak of war difficult for the Great Powers to solve? • How did the assassination of Franz Ferdinand lead to war? 38

Learner Guide
Core Content Option A - The 19th century: The Development of Modern Nation States, 1848 - 1914
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core A6 • Did the Alliance The origins of the First World War, 1890–1914:
System make war
What caused the First • the Alliance System
more likely or less
World War?
likely?
• the arms race
• How far did colonial
problems create
• colonial rivalries
tensions between the
Great Powers?
• developments in the Balkans
• Why were problems
in the Balkans so
• the crisis of June–July 1914 and the outbreak of war
difficult for the Great
Powers to solve?
• How did the
assassination of Franz
Ferdinand lead to
war?
38

Learner Guide Core Content Option B - The 20th century: International Relations since 1919 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core B1 • What were the The peace treaties of 1919–23: motives and aims Were the peace • the roles of individuals such as Wilson, Clemenceau and of the Big Three at treaties of 1919–23 Lloyd George in the peacemaking process Versailles? fair? • Why did all the • the impact of the treaties on the defeated countries victors not get everything they • contemporary opinions about the treaties wanted? • What was the impact of the peace treaty on Germany up to 1923? • Could the treaties be justified at the time? Core B2 • How successful was The League of Nations: the League in the To what extent • strengths and weaknesses in its structure and organisation: 1920s? was the League of work of the League’s agencies/humanitarian work • How far did Nations a success? weaknesses in the • successes and failures in peacekeeping during the 1920s League’s organisation make failure • the impact of the World Depression on the work of the inevitable? League after 1929 • How far did the Depression make the • the failures of the League in the 1930s,including work of the League Manchuria and Abyssinia more difficult? • How successful was the League in the 1930s? 39

Learner Guide
Core Content Option B - The 20th century: International Relations since 1919
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core B1 • What were the The peace treaties of 1919–23:
motives and aims
Were the peace • the roles of individuals such as Wilson, Clemenceau and
of the Big Three at
treaties of 1919–23 Lloyd George in the peacemaking process
Versailles?
fair?
• Why did all the
• the impact of the treaties on the defeated countries
victors not get
everything they
• contemporary opinions about the treaties
wanted?
• What was the impact
of the peace treaty
on Germany up to
1923?
• Could the treaties be
justified at the time?
Core B2 • How successful was The League of Nations:
the League in the
To what extent • strengths and weaknesses in its structure and organisation:
1920s?
was the League of work of the League’s agencies/humanitarian work
Nations a success? • How far did
weaknesses in the
• successes and failures in peacekeeping during the 1920s
League’s organisation
make failure
• the impact of the World Depression on the work of the
inevitable?
League after 1929
• How far did the
Depression make the • the failures of the League in the 1930s,including
work of the League Manchuria and Abyssinia
more difficult?
• How successful was
the League in the
1930s?
39

Learner Guide Core Content Option B - The 20th century: International Relations since 1919 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core B3 • What were the long- The collapse of international order in the 1930s term consequences Why had of the peace treaties international peace The increasing militarism of Germany, Italy and Japan of 1919–23? collapsed by 1939? • What were the Hitler’s foreign policy to 1939: consequences of the • the Saar failures of the League in the 1930s? • re-militarisation of the Rhineland • How far was Hitler’s foreign policy • involvement in the Spanish Civil War to blame for the outbreak of war in • Anschluss with Austria 1939? • Was the policy • appeasement of appeasement justified? • crises over Czechoslovakia and Poland • How important was the Nazi–Soviet Pact? • the outbreak of war • Why did Britain and France declare war on Germany in September 1939? 40

Learner Guide
Core Content Option B - The 20th century: International Relations since 1919
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core B3 • What were the long-
The collapse of international order in the 1930s
term consequences
Why had
of the peace treaties
international peace The increasing militarism of Germany, Italy and Japan
of 1919–23?
collapsed by 1939?
• What were the
Hitler’s foreign policy to 1939:
consequences of the
failures of the League • the Saar
in the 1930s?
• re-militarisation of the Rhineland
• How far was Hitler’s
foreign policy
to blame for the • involvement in the Spanish Civil War
outbreak of war in
1939? • Anschluss with Austria
• Was the policy
of appeasement • appeasement
justified?
• crises over Czechoslovakia and Poland
• How important was
the Nazi–Soviet Pact?
• the outbreak of war
• Why did Britain
and France declare
war on Germany in
September 1939?
40

Learner Guide Core Content Option B - The 20th century: International Relations since 1919 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core B4 • Why did the USA– The origins of the Cold War: USSR alliance begin Who was to blame • the 1945 summit conferences and the breakdown of the to break down in for the Cold War? USA–USSR alliance in 1945–46 1945? • How had the USSR • Soviet expansion into Eastern Europe to 1948, and gained control of American reactions to it Eastern Europe by 1948? • the occupation of Germany and the Berlin Blockade • How did the USA react to Soviet • NATO and the Warsaw Pact expansionism? • What were the consequences of the Berlin Blockade? • Who was the more to blame for starting the Cold War: the USA or the USSR? 41

Learner Guide
Core Content Option B - The 20th century: International Relations since 1919
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core B4 • Why did the USA– The origins of the Cold War:
USSR alliance begin
Who was to blame • the 1945 summit conferences and the breakdown of the
to break down in
for the Cold War? USA–USSR alliance in 1945–46
1945?
• How had the USSR
• Soviet expansion into Eastern Europe to 1948, and
gained control of
American reactions to it
Eastern Europe by
1948?
• the occupation of Germany and the Berlin Blockade
• How did the USA
react to Soviet • NATO and the Warsaw Pact
expansionism?
• What were the
consequences of the
Berlin Blockade?
• Who was the more to
blame for starting the
Cold War: the USA or
the USSR?
41

Learner Guide Core Content Option B - The 20th century: International Relations since 1919 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core B5 • America and events Events of the Cold War in Korea, 1950–53 How effectively did • America and events Case studies of: the USA contain in Cuba, 1959–62 the spread of • American reactions to the Cuban revolution, including the Communism? • American missile crisis and its aftermath involvement in Vietnam. • American involvement in the Vietnam War, e.g. reasons for involvement, tactics/strategy, reasons for withdrawal • American reactions to North Korea’s invasion of South Korea, involvement of the UN, course of the war to 1953 42

Learner Guide
Core Content Option B - The 20th century: International Relations since 1919
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core B5 • America and events Events of the Cold War
in Korea, 1950–53
How effectively did
the USA contain • America and events Case studies of:
the spread of in Cuba, 1959–62 • American reactions to the Cuban revolution, including the
Communism? • American missile crisis and its aftermath
involvement in
Vietnam. • American involvement in the Vietnam War, e.g. reasons for
involvement, tactics/strategy, reasons for withdrawal
• American reactions to North Korea’s invasion of South
Korea, involvement of the UN, course of the war to 1953
42

Learner Guide Core Content Option B - The 20th century: International Relations since 1919 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core B6 • Why was there Soviet power in Eastern Europe: opposition to How secure was the Soviet control in • resistance to Soviet power in Hungary (1956) and USSR's control over Hungary in 1956 and Czechoslovakia (1968) Eastern Europe, 1948 Czechoslovakia in - c.1989? 1968, and how did • the Berlin Wall the USSR react to this opposition? • ‘Solidarity’ in Poland • How similar were events in Hungary • Gorbachev and the collapse of Soviet control over Eastern in 1956 and in Europe Czechoslovakia in 1968? • Why was the Berlin Wall built in 1961? • What was the significance of ‘Solidarity’ in Poland for the decline of Soviet influence in Eastern Europe? • How far was Gorbachev personally responsible for the collapse of Soviet control over Eastern Europe? 43

Learner Guide
Core Content Option B - The 20th century: International Relations since 1919
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core B6 • Why was there Soviet power in Eastern Europe:
opposition to
How secure was the
Soviet control in • resistance to Soviet power in Hungary (1956) and
USSR's control over
Hungary in 1956 and Czechoslovakia (1968)
Eastern Europe, 1948
Czechoslovakia in
- c.1989?
1968, and how did • the Berlin Wall
the USSR react to this
opposition? • ‘Solidarity’ in Poland
• How similar were
events in Hungary • Gorbachev and the collapse of Soviet control over Eastern
in 1956 and in Europe
Czechoslovakia in
1968?
• Why was the Berlin
Wall built in 1961?
• What was the
significance of
‘Solidarity’ in Poland
for the decline of
Soviet influence in
Eastern Europe?
• How far was
Gorbachev personally
responsible for the
collapse of Soviet
control over Eastern
Europe?
43

Learner Guide Core Content Option B - The 20th century: International Relations since 1919 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Core B7 • Why was Saddam The rise to power of Saddam Hussein in Iraq Hussein able to come Why did events in the to power in Iraq? The rule of Saddam Hussein up to 2000, and the Gulf matter, c.1970 - • What was the nature consequences of his rule for different groups in Iraq 2000? of Saddam Hussein’s rule in Iraq? The nature of the Shah’s rule in Iran and the Iranian Revolution of 1979 • Why was there a revolution in Iran in The causes and consequences of the Iran-Iraq War, 1980–88; 1979? Western involvement in the war • What were the causes and The causes, course and consequences of the Gulf War, consequences of 1990–91 the Iran- Iraq War, 1980–88? • Why did the First Gulf War take place? 44

Learner Guide
Core Content Option B - The 20th century: International Relations since 1919
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Core B7 • Why was Saddam The rise to power of Saddam Hussein in Iraq
Hussein able to come
Why did events in the
to power in Iraq? The rule of Saddam Hussein up to 2000, and the
Gulf matter, c.1970 -
2000? • What was the nature consequences of his rule for different groups in Iraq
of Saddam Hussein’s
rule in Iraq? The nature of the Shah’s rule in Iran and the Iranian
• Why was there a Revolution of 1979
revolution in Iran in
1979? The causes and consequences of the Iran-Iraq War, 1980–88;
Western involvement in the war
• What were
the causes and
consequences of The causes, course and consequences of the Gulf War,
the Iran- Iraq War, 1990–91
1980–88?
• Why did the First
Gulf War take place?
44

Learner Guide Depth Study A: The First World War, 1914–18 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth A1 • How was the The Schlieffen Plan in operation Schlieffen Plan Why was the war not intended to work? The Battles of Mons, the Marne and Ypres: over by December • How important was 1914? • the reaction to the 'stalemate' Belgium's reaction to the Schlieffen Plan? • the nature and problems of trench warfare • How successful was the British Expeditionary Force (BEF)? • Why did both sides introduce trenches? Depth A2 • Why did the war The main battles of the war including the Somme and Verdun: become bogged Why was there • the leaderships and tactics of Haig at the Battle of the down in the stalemate on the Somme trenches? Western Front? • What was living • the nature and problems of trench warfare and fighting in the trenches like? • the use and impact of new methods of warfare • How important were new developments such as tanks, machine guns, aircraft and gas? • What was the significance of the battles of Verdun and the Somme? 45

Learner Guide
Depth Study A: The First World War, 1914–18
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth A1 • How was the The Schlieffen Plan in operation
Schlieffen Plan
Why was the war not
intended to work? The Battles of Mons, the Marne and Ypres:
over by December
1914? • How important was • the reaction to the 'stalemate'
Belgium's reaction to
the Schlieffen Plan?
• the nature and problems of trench warfare
• How successful
was the British
Expeditionary Force
(BEF)?
• Why did both sides
introduce trenches?
Depth A2 • Why did the war The main battles of the war including the Somme and Verdun:
become bogged
Why was there • the leaderships and tactics of Haig at the Battle of the
down in the
stalemate on the Somme
trenches?
Western Front?
• What was living
• the nature and problems of trench warfare
and fighting in the
trenches like?
• the use and impact of new methods of warfare
• How important were
new developments
such as tanks,
machine guns,
aircraft and gas?
• What was the
significance of the
battles of Verdun and
the Somme?
45

Learner Guide Depth Study A: The First World War, 1914–18 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth A3 • Who won the war at The war at sea: sea? How important were • the Battle of Jutland and its consequences • Why did the Gallipoli other fronts? campaign of 1915 • the use of convoys and submarines and the U-boat fail? campaign • Why did Russia leave the war in 1918? The reasons for, and results of, the Gallipoli campaign • What was the impact of war on civilian The impact of war on civilian populations populations? Events on the Eastern Front and the defeat of Russia Depth A4 • What was the The German offensive and the Allied advance: importance of Why did Germany • the impact of American entry into the war America's entry into ask for an armistice the war? in 1918? Conditions in Germany towards the end of the war: • Why was the German • the Keil Mutiny and German Revolution offensive of 1918 unsuccessful? • the abdication of the Kaiser • Why did revolution break out in Germany The armistice in October 1918? • Why was the armistice signed? 46

Learner Guide
Depth Study A: The First World War, 1914–18
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth A3 • Who won the war at The war at sea:
sea?
How important were • the Battle of Jutland and its consequences
other fronts? • Why did the Gallipoli
campaign of 1915
• the use of convoys and submarines and the U-boat
fail?
campaign
• Why did Russia leave
the war in 1918? The reasons for, and results of, the Gallipoli campaign
• What was the impact
of war on civilian The impact of war on civilian populations
populations?
Events on the Eastern Front and the defeat of Russia
Depth A4 • What was the The German offensive and the Allied advance:
importance of
Why did Germany • the impact of American entry into the war
America's entry into
ask for an armistice
the war?
in 1918? Conditions in Germany towards the end of the war:
• Why was the German
offensive of 1918 • the Keil Mutiny and German Revolution
unsuccessful?
• the abdication of the Kaiser
• Why did revolution
break out in Germany
in October 1918? The armistice
• Why was the
armistice signed?
46

Learner Guide Depth Study B: Germany, 1918–1945 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth B1 • How did Germany The Revolution of 1918 and the establishment of the Republic emerge from defeat Was the Weimar at the end of the First Republic doomed The Versailles Settlement and German reactions to it World War? from the start? • What was the impact The Weimar Constitution, the main political divisions, the role of the Treaty of of the army Versailles on the Republic? Political disorder, 1919–23: • To what extent did • economic crises and hyper-inflation the Republic recover after 1923? • the occupation of the Ruhr • What were the achievements of the The Stresemann era Weimar period? Cultural achievements of the Weimar period Depth B2 • What did the Nazi The early years of the Nazi Party: Party stand for in the Why was Hitler • Nazi ideas and methods 1920s? able to dominate • What did the Nazis Germany by 1934? • the Munich Putsch have little success before 1930? • the roles of Hitler and other Nazi leaders • Why was Hitler able to become The impact of the Depression on Germany: Chancellor by 1933? • political, economic and social crisis of 1930–33 • How did Hitler consolidate his power • reasons for the Nazis' rise to power in 1933–34? • Hitler takes power • the Reichstag Fire and the election of 1933 47

Learner Guide
Depth Study B: Germany, 1918–1945
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth B1 • How did Germany
The Revolution of 1918 and the establishment of the Republic
emerge from defeat
Was the Weimar
at the end of the First
Republic doomed The Versailles Settlement and German reactions to it
World War?
from the start?
• What was the impact
The Weimar Constitution, the main political divisions, the role
of the Treaty of
of the army
Versailles on the
Republic?
Political disorder, 1919–23:
• To what extent did
• economic crises and hyper-inflation
the Republic recover
after 1923?
• the occupation of the Ruhr
• What were the
achievements of the
The Stresemann era
Weimar period?
Cultural achievements of the Weimar period
Depth B2 • What did the Nazi The early years of the Nazi Party:
Party stand for in the
Why was Hitler • Nazi ideas and methods
1920s?
able to dominate
Germany by 1934? • What did the Nazis • the Munich Putsch
have little success
before 1930?
• the roles of Hitler and other Nazi leaders
• Why was Hitler
able to become The impact of the Depression on Germany:
Chancellor by 1933?
• political, economic and social crisis of 1930–33
• How did Hitler
consolidate his power
• reasons for the Nazis' rise to power
in 1933–34?
• Hitler takes power
• the Reichstag Fire and the election of 1933
47

Learner Guide Depth Study B: Germany, 1918–1945 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth B3 • How much Nazi rule in Germany: opposition was there The Nazi regime • the Enabling Act to the Nazi regime? (a) How effectively • How effectively • the Night of the Long Knives did the Nazis control did the Nazis deal Germany, 1933–45? with their political • the death of Hindenburg opponents? • How did the Nazis • the removal of opposition use culture and mass media to control the • methods of control and repression people? • Why did the Nazis • use of culture and the mass media persecute many groups in German Economic policy including re-armament society? • Was Nazi Germany a totalitarian state? Depth B3 • How did young Different experiences of Nazi rule: people react to the The Nazi regime • women and young people Nazi regime? (b) What was it • How successful were • anti-Semitism like to live in Nazi Nazi policies towards Germany? women and the • persecution of minorities family? • Did most people in • opposition to Nazi rule Germany benefit from Nazi rule? Impact of the Second World War on Germany: • How did the coming • the conversion to war economy of war change life in Nazi Germany? • the Final Solution 48

Learner Guide
Depth Study B: Germany, 1918–1945
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth B3 • How much Nazi rule in Germany:
opposition was there
The Nazi regime • the Enabling Act
to the Nazi regime?
(a) How effectively
• How effectively
• the Night of the Long Knives
did the Nazis control
did the Nazis deal
Germany, 1933–45?
with their political
• the death of Hindenburg
opponents?
• How did the Nazis • the removal of opposition
use culture and mass
media to control the
• methods of control and repression
people?
• Why did the Nazis • use of culture and the mass media
persecute many
groups in German
Economic policy including re-armament
society?
• Was Nazi Germany a
totalitarian state?
Depth B3 • How did young Different experiences of Nazi rule:
people react to the
The Nazi regime • women and young people
Nazi regime?
(b) What was it
• How successful were
• anti-Semitism
like to live in Nazi
Nazi policies towards
Germany?
women and the
• persecution of minorities
family?
• Did most people in • opposition to Nazi rule
Germany benefit
from Nazi rule?
Impact of the Second World War on Germany:
• How did the coming
• the conversion to war economy
of war change life in
Nazi Germany?
• the Final Solution
48

Learner Guide Depth Study C: Russia, 1905–41 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth C1 • How well did the The main features of Tsarist rule and Russian society before Tsarist regime deal the First World War: Why did the Tsarist with the difficulties regime collapse in of ruling Russia up to • the 1905 Revolution and its aftermath 1917? 1914? • How did the Tsar • attempts at reform survive the 1905 Revolution? The First World War and its impact on the Russian people • How far was the Tsar weakened by the First The March Revolution of 1917 World War? • Why was the revolution of March 1917 successful? Depth C2 • How effectively The Provisional Government and the Soviets, the growing did the Provisional power of revolutionary groups How did the Government rule Bolsheviks gain Russia in 1917? Reasons for the failure of the Provisional Government power, and how did • Why were the they consolidate Bolsheviks able The Bolshevik seizure of power, the role of Lenin their rule? to seize power in November 1917? The main features of Bolshevik rule, the Civil War and War Communism, and reasons for the Bolshevik victory • Why did the Bolsheviks win the Civil War? The Knronstadt Rising and the establishment of the New Economic Policy • How far was the New Economic Policy a success? 49

Learner Guide
Depth Study C: Russia, 1905–41
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth C1 • How well did the The main features of Tsarist rule and Russian society before
Tsarist regime deal the First World War:
Why did the Tsarist
with the difficulties
regime collapse in
of ruling Russia up to • the 1905 Revolution and its aftermath
1917?
1914?
• How did the Tsar • attempts at reform
survive the 1905
Revolution? The First World War and its impact on the Russian people
• How far was the Tsar
weakened by the First The March Revolution of 1917
World War?
• Why was the
revolution of March
1917 successful?
Depth C2 • How effectively The Provisional Government and the Soviets, the growing
did the Provisional power of revolutionary groups
How did the
Government rule
Bolsheviks gain
Russia in 1917? Reasons for the failure of the Provisional Government
power, and how did
they consolidate • Why were the
their rule? Bolsheviks able The Bolshevik seizure of power, the role of Lenin
to seize power in
November 1917? The main features of Bolshevik rule, the Civil War and War
• Why did the Communism, and reasons for the Bolshevik victory
Bolsheviks win the
Civil War? The Knronstadt Rising and the establishment of the New
• How far was the New Economic Policy
Economic Policy a
success?
49

Learner Guide Depth Study C: Russia, 1905–41 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth C3 • Why did Stalin, and Lenin's death and the struggle for power not Trotsky, emerge How did Stalin as Lenin's successor? gain and hold on to Reasons for Stalin's emergence as leader by 1928 • Why did Stalin launch power? the Purges? Stalin's dictatorship: • What methods did • use of terror Stalin used to control the Soviet Union? • the Purges • How complete was Stalin's control over • propaganda and official culture the Soviet Union by 1941? Depth C4 • Why did Stalin Stalin's economic policies and their impact: introduce the Five- What was the impact • the modernisation of Soviet industry Year Plans? of Stalin's economic • Why did Stalin policies? • the Five-Year Plans introduce collectivisation? • collectivisation in agriculture • How successful were Stalin's economic Life in the Soviet Union: changes? • the differing experiences of social groups • How were the Soviet people affected by • ethnic minorities and women these changes? 50

Learner Guide
Depth Study C: Russia, 1905–41
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth C3 • Why did Stalin, and
Lenin's death and the struggle for power
not Trotsky, emerge
How did Stalin
as Lenin's successor?
gain and hold on to Reasons for Stalin's emergence as leader by 1928
power? • Why did Stalin launch
the Purges?
Stalin's dictatorship:
• What methods did
• use of terror
Stalin used to control
the Soviet Union?
• the Purges
• How complete was
Stalin's control over
• propaganda and official culture
the Soviet Union by
1941?
Depth C4 • Why did Stalin Stalin's economic policies and their impact:
introduce the Five-
What was the impact • the modernisation of Soviet industry
Year Plans?
of Stalin's economic
policies? • Why did Stalin • the Five-Year Plans
introduce
collectivisation?
• collectivisation in agriculture
• How successful were
Stalin's economic Life in the Soviet Union:
changes?
• the differing experiences of social groups
• How were the Soviet
people affected by
• ethnic minorities and women
these changes?
50

Learner Guide Depth Study D: The USA, 1919–41 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth D1 • On what factors was The expansion of the US economy during the 1920s: the economic boom How far did the US • mass production in industries for cars and consumer based? economy boom in durables • Why did some the 1920s? industries prosper • the fortunes of older industries while others did not? • Why did agriculture • the development of credit and hire purchase not share in the prosperity? • the decline of agriculture • Did all Americans benefit from the Weaknesses in the economy by the late 1920s boom? Depth D2 • What were the Society in the 1920s: 'Roaring Twenties'? How far did US • the 'Roaring Twenties' • How widespread was society change in the intolerance in US 1920s? • film and other media society? • Why was Prohibition • Prohibition and gangsterism introduced, and then later repealed? • restrictions on immigration, the 'Red Scare' religious • How far did the roles intolerance of women change during the 1920s? • discrimination against black Americans • the Ku Klux Klan • the changing roles of women 51

Learner Guide
Depth Study D: The USA, 1919–41
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth D1 • On what factors was The expansion of the US economy during the 1920s:
the economic boom
How far did the US • mass production in industries for cars and consumer
based?
economy boom in durables
the 1920s? • Why did some
industries prosper
• the fortunes of older industries
while others did not?
• Why did agriculture • the development of credit and hire purchase
not share in the
prosperity? • the decline of agriculture
• Did all Americans
benefit from the Weaknesses in the economy by the late 1920s
boom?
Depth D2 • What were the Society in the 1920s:
'Roaring Twenties'?
How far did US • the 'Roaring Twenties'
society change in the • How widespread was
1920s? intolerance in US • film and other media
society?
• Why was Prohibition • Prohibition and gangsterism
introduced, and then
later repealed? • restrictions on immigration, the 'Red Scare' religious
• How far did the roles intolerance
of women change
during the 1920s? • discrimination against black Americans
• the Ku Klux Klan
• the changing roles of women
51

Learner Guide Depth Study D: The USA, 1919–41 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth D3 • How far was The Wall Street Crash and its financial, economic and social speculation What were effects responsible for the the causes and Wall Street Crash? consequences of the The reaction of President Hoover to the crash • What impact did the Wall Street Crash? crash have on the The presidential election of 1932; Hoover's and Roosevelt's economy? programmes • What were the social consequences of the crash? • Why did Roosevelt win the election of 1932? Depth D4 • What was the New Roosevelt’s inauguration and the ‘Hundred Days’ Deal as introduced in How successful was 1933? the New Deal? The New Deal legislation, the ‘alphabet agencies’ and their • How far did the work, and the economic and social changes they caused character of the New Deal change after Opposition to the New Deal: 1933? • the Republicans • Why did the New Deal encounter • the rich opposition? • Why did • business interests unemployment persist despite the • the Supreme Court New Deal? • Did the fact that the • radical critics like Huey Long New Deal did not solve unemployment The strengths and weaknesses of the New Deal programme in mean that it was a dealing with unemployment and the Depression failure? 52

Learner Guide
Depth Study D: The USA, 1919–41
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth D3 • How far was
The Wall Street Crash and its financial, economic and social
speculation
What were effects
responsible for the
the causes and
Wall Street Crash?
consequences of the The reaction of President Hoover to the crash
Wall Street Crash? • What impact did the
crash have on the
The presidential election of 1932; Hoover's and Roosevelt's
economy?
programmes
• What were the social
consequences of the
crash?
• Why did Roosevelt
win the election of
1932?
Depth D4 • What was the New
Roosevelt’s inauguration and the ‘Hundred Days’
Deal as introduced in
How successful was
1933?
the New Deal? The New Deal legislation, the ‘alphabet agencies’ and their
• How far did the work, and the economic and social changes they caused
character of the New
Deal change after
Opposition to the New Deal:
1933?
• the Republicans
• Why did the New
Deal encounter
• the rich
opposition?
• Why did
• business interests
unemployment
persist despite the
• the Supreme Court
New Deal?
• Did the fact that the
• radical critics like Huey Long
New Deal did not
solve unemployment
The strengths and weaknesses of the New Deal programme in
mean that it was a
dealing with unemployment and the Depression
failure?
52

Learner Guide Depth Study E: China, c.1930–1990 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth E1 • Why did the Kuomintang and Communist conflict: Communists Why did China • the Shanghai Massacre and the five extermination undertake the Long become a campaigns March in 1934? Communist State in • What was the 1949? • the Long March importance of the Communist • life at Yenan settlement at Yenan? • How far did the • impact of Japanese incursions on the Nationalist Second World government and the Communists War weaken the Nationalist • Xian Incident, 1936 government? • Why was there a civil • causes and events of the civil war war and why did the Communists win it? 53

Learner Guide
Depth Study E: China, c.1930–1990
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth E1 • Why did the Kuomintang and Communist conflict:
Communists
Why did China • the Shanghai Massacre and the five extermination
undertake the Long
become a campaigns
March in 1934?
Communist State in
1949? • What was the • the Long March
importance of
the Communist
• life at Yenan
settlement at Yenan?
• How far did the • impact of Japanese incursions on the Nationalist
Second World government and the Communists
War weaken
the Nationalist
• Xian Incident, 1936
government?
• Why was there a civil • causes and events of the civil war
war and why did the
Communists win it?
53

Learner Guide Depth Study E: China, c.1930–1990 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth E2 • What changes in The nature of Chinese Communism agriculture did How far had Communist rule Communist rule Communist rule in the 1950s and 1960s: bring? changed China by the • Agrarian reform from 1950 • What was the impact mid-1960s? of the Communists' • people's courts and the treatment of landlords social reforms? • How successful • the establishment of collectives and communes were the Five-Year Plans in increasing Industrial developments: production? • Did the Chinese • the Five-Year Plans people benefit from Communist rule? • the Great Leap Forward Social change: • the role of women • health education • propaganda and the destruction of traditional culture 54

Learner Guide
Depth Study E: China, c.1930–1990
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth E2 • What changes in
The nature of Chinese Communism
agriculture did
How far had
Communist rule
Communist rule Communist rule in the 1950s and 1960s:
bring?
changed China by the
• What was the impact • Agrarian reform from 1950
mid-1960s?
of the Communists'
social reforms? • people's courts and the treatment of landlords
• How successful
• the establishment of collectives and communes
were the Five-Year
Plans in increasing
production? Industrial developments:
• Did the Chinese • the Five-Year Plans
people benefit from
Communist rule? • the Great Leap Forward
Social change:
• the role of women
• health education
• propaganda and the destruction of traditional culture
54

Learner Guide Depth Study E: China, c.1930–1990 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth E3 • What have been Chinese foreign policy: China's changing What was the impact • changing relations with the USSR relationships with of Communist rule neighbouring states? on China's relations • relations with other neighbouring countries, Tibet, India, • Why did China try with other countries? Vietnam, Taiwan to improve relations with the USA after Closer relations with the USA from 1970 1970? • How far was China Hong Kong established as a superpower by the Impact of China's relations with the rest of the world on its time of Mao's death? economic liberalisation since Mao's death • How far have China's relations with other powers improved since Mao's death? Depth E4 • Why did Mao The Communist Party dictatorship: launch the Cultural Has Communism • repression of political opposition Revolution? produced a cruel • What was the impact dictatorship in • the Hundred Flowers campaign of the Cultural China? Revolution in China? • treatment of minority groups • How was the power struggle after • the Cultural Revolution the death of Mao resolved? • the role and status of Mao • How far did economic development of the • the power struggle after Mao’s death and the 1980s produce social re-emergence of Deng and political change? • the social and political consequences of economic change in the 1980s and 1990s 55

Learner Guide
Depth Study E: China, c.1930–1990
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth E3 • What have been Chinese foreign policy:
China's changing
What was the impact • changing relations with the USSR
relationships with
of Communist rule
neighbouring states?
on China's relations • relations with other neighbouring countries, Tibet, India,
with other countries? • Why did China try Vietnam, Taiwan
to improve relations
with the USA after
Closer relations with the USA from 1970
1970?
• How far was China Hong Kong
established as a
superpower by the
Impact of China's relations with the rest of the world on its
time of Mao's death?
economic liberalisation since Mao's death
• How far have China's
relations with other
powers improved
since Mao's death?
Depth E4 • Why did Mao The Communist Party dictatorship:
launch the Cultural
Has Communism • repression of political opposition
Revolution?
produced a cruel
dictatorship in • What was the impact • the Hundred Flowers campaign
China? of the Cultural
Revolution in China?
• treatment of minority groups
• How was the power
struggle after • the Cultural Revolution
the death of Mao
resolved?
• the role and status of Mao
• How far did economic
development of the • the power struggle after Mao’s death and the
1980s produce social re-emergence of Deng
and political change?
• the social and political consequences of economic change
in the 1980s and 1990s
55

Learner Guide Depth Study F: South Africa, c. 1940–1994 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth F1 • How far had Existing policies and social, economic and political effects of: segregation been What were the • pass laws established by 1940? foundations of the • What was the impact apartheid state? • black ‘locations’ of government policies on the non- • colour-bar on employment white population by 1940? • land acts • How successful was the economic • restrictions on political rights development of South Africa by Developments in mining, manufacturing and agriculture; state 1945? involvement • Why did the National Party win the election Impact of the Second World War on South Africa of 1948? British and Afrikaaner regional differences and the 1948 election 56

Learner Guide
Depth Study F: South Africa, c. 1940–1994
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth F1 • How far had Existing policies and social, economic and political effects of:
segregation been
What were the • pass laws
established by 1940?
foundations of the
apartheid state? • What was the impact • black ‘locations’
of government
policies on the non-
• colour-bar on employment
white population by
1940?
• land acts
• How successful
was the economic
• restrictions on political rights
development of
South Africa by
Developments in mining, manufacturing and agriculture; state
1945?
involvement
• Why did the National
Party win the election
Impact of the Second World War on South Africa
of 1948?
British and Afrikaaner regional differences and the 1948
election
56

Learner Guide Depth Study F: South Africa, c. 1940–1994 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth F2 • What were the Legislation and methods of enforcement after 1948 main features of the How successfully was apartheid system set apartheid established Effects on employment, families, location, education, up by the National between 1948 and coloureds Party after 1948? 1966? • What consequences Response of white population did apartheid have for the people of Development and effects in South Africa of: South Africa? • How did opposition • ANC aims and campaigns to apartheid develop between 1948 and • women’s resistance 1964? • What were the • ANC and PAC split effects of the government’s • Umkhonto we Sizwe and Rivonia Trial response to opposition by 1966? • Sharpeville and Langa International effects; 1961 South African Republic 57

Learner Guide
Depth Study F: South Africa, c. 1940–1994
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth F2 • What were the
Legislation and methods of enforcement after 1948
main features of the
How successfully was
apartheid system set
apartheid established Effects on employment, families, location, education,
up by the National
between 1948 and coloureds
Party after 1948?
1966?
• What consequences
Response of white population
did apartheid have
for the people of
Development and effects in South Africa of:
South Africa?
• How did opposition
• ANC aims and campaigns
to apartheid develop
between 1948 and
• women’s resistance
1964?
• What were the • ANC and PAC split
effects of the
government’s
• Umkhonto we Sizwe and Rivonia Trial
response to
opposition by 1966?
• Sharpeville and Langa
International effects; 1961 South African Republic
57

Learner Guide Depth Study F: South Africa, c. 1940–1994 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth F3 • How significant Changes in methods of suppression and effects from 1966 were the policies To what extent did of the National Divisions in ANC and PAC in exile; significance of Black South Africa change governments from Consciousness between 1966 and 1966 to 1980? 1980? • To what extent did Differing effects of economic developments black opposition change in this Organisation for African Unity and bases; UN sanctions; period? government response • How far did economic factors improve lives by 1980? • What was the impact of external opposition to apartheid? Depth F4 • What were the ‘Total strategy’ and reforms; social and political effects effects of the policies Why did white of P W Botha? The role and motives of: minority rule come • What was the to an end? • President de Klerk significance of individual leaders • ANC leaders in the collapse of apartheid? • Desmond Tutu • Why did violence increase between • Chief Buthelezi 1980 and the early 1990s? School boycotts and township unrest • To what extent was White extremism there a smooth transition of power Economic and international factors Power-sharing aims and between 1989 and responses 1994? 1994 general election 58

Learner Guide
Depth Study F: South Africa, c. 1940–1994
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth F3 • How significant
Changes in methods of suppression and effects from 1966
were the policies
To what extent did
South Africa change of the National Divisions in ANC and PAC in exile; significance of Black
between 1966 and governments from Consciousness
1966 to 1980?
1980?
• To what extent did Differing effects of economic developments
black opposition
change in this Organisation for African Unity and bases; UN sanctions;
period? government response
• How far did economic
factors improve lives
by 1980?
• What was the
impact of external
opposition to
apartheid?
Depth F4 • What were the
‘Total strategy’ and reforms; social and political effects
effects of the policies
Why did white
of P W Botha? The role and motives of:
minority rule come
• What was the
to an end? • President de Klerk
significance of
individual leaders • ANC leaders
in the collapse of
apartheid? • Desmond Tutu
• Why did violence
increase between • Chief Buthelezi
1980 and the early
1990s? School boycotts and township unrest
• To what extent was
White extremism
there a smooth
transition of power
Economic and international factors Power-sharing aims and
between 1989 and
responses
1994?
1994 general election
58

Learner Guide Depth Study G: Israelis and Palestinians since 1945 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth G1 • What was the The Arab and Jewish peoples of Palestine: significance for How was the Jewish • different cultures, races, languages Palestine of the end state of Israel of the Second World established? The aftermath of the Second World War: War? • Jewish immigration • What were the causes of conflict • Jewish nationalism and the ending of the British mandate between Jews and Arabs in Palestine? • the declaration of the state of Israel and the war of • Why did the Arabs 1948–49 reject UNO plans to partition Palestine? • Why was Israel able to win the war of 1948–49? Depth G2 • Why was Israel able Israel and its Arab neighbours: to win the wars of How was Israel able • the Suez War (1956) 1956, 1967 and 1973? to survive despite the • How significant hostility of its Arab • the Six-Day War (1967) was superpower neighbours? involvement in Arab- • the Yom Kippur War (1973) and Israeli incursions into Israeli conflicts? Lebanon • How important was oil in changing the • the oil weapon: changes in USA and Western thinking nature of the Arab- Israeli conflict? • By the 1990s, how far had problems which existed between Israel and her neighbours been resolved? 59

Learner Guide
Depth Study G: Israelis and Palestinians since 1945
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth G1 • What was the The Arab and Jewish peoples of Palestine:
significance for
How was the Jewish • different cultures, races, languages
Palestine of the end
state of Israel
of the Second World
established? The aftermath of the Second World War:
War?
• What were the • Jewish immigration
causes of conflict
between Jews and • Jewish nationalism and the ending of the British mandate
Arabs in Palestine?
• Why did the Arabs • the declaration of the state of Israel and the war of
reject UNO plans to 1948–49
partition Palestine?
• Why was Israel able
to win the war of
1948–49?
Depth G2 • Why was Israel able
Israel and its Arab neighbours:
to win the wars of
How was Israel able
1956, 1967 and 1973? • the Suez War (1956)
to survive despite the
hostility of its Arab • How significant
was superpower • the Six-Day War (1967)
neighbours?
involvement in Arab-
Israeli conflicts? • the Yom Kippur War (1973) and Israeli incursions into
Lebanon
• How important was
oil in changing the
• the oil weapon: changes in USA and Western thinking
nature of the Arab-
Israeli conflict?
• By the 1990s, how
far had problems
which existed
between Israel and
her neighbours been
resolved?
59

Learner Guide Depth Study G: Israelis and Palestinians since 1945 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth G3 • Why were there so The Palestinians to c. 1992: many Palestinian What was the impact • the refugee problem refugees? of the Palestinian • How effective was refugee issue? • Palestinian nationalism and the formation of the PLO the PLO in promoting the Palestinian • activities of the PLO, and the international acceptance cause? • Why did Arab states • the role of Arafat not always support the Palestinian • relations between the PLO and Arab states cause? • How did international • relations with Israel and moves towards the creation of a perceptions of the Palestinian state Palestinian cause change over time? 60

Learner Guide
Depth Study G: Israelis and Palestinians since 1945
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth G3 • Why were there so The Palestinians to c. 1992:
many Palestinian
What was the impact • the refugee problem
refugees?
of the Palestinian
refugee issue? • How effective was • Palestinian nationalism and the formation of the PLO
the PLO in promoting
the Palestinian
• activities of the PLO, and the international acceptance
cause?
• Why did Arab states • the role of Arafat
not always support
the Palestinian
• relations between the PLO and Arab states
cause?
• How did international • relations with Israel and moves towards the creation of a
perceptions of the Palestinian state
Palestinian cause
change over time?
60

Learner Guide Depth Study G: Israelis and Palestinians since 1945 Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and characters Depth G4 • Why has the United Moves towards peace: Nations been unable Why has it proved • United Nations: resolutions, aid and peace-keeping duties to secure a lasting impossible to resolve peace? the Arab-Israeli • Camp David meetings; the Oslo Accords • How far have issue? international • the establishment of the Palestinian Authority, 1996 diplomatic negotiations Divisions that restricted progress towards peace: improved Israel's relations with Arab • political parties: Likud, Labour states and the Palestinians? • how elections in Israel affected the peace process • How have divisions within Israel affected • religious issues the peace process? Rivalries among Palestinians: • How have rivalries among Palestinians • the nature of the PLO at its founding affected progress towards a • Intifada, and the rise of Hamas settlement? • Hezbollah and Gaza 61

Learner Guide
Depth Study G: Israelis and Palestinians since 1945
Key Question Focus points What key knowledge you need to know R A G Comments/key dates, events and
characters
Depth G4 • Why has the United Moves towards peace:
Nations been unable
Why has it proved • United Nations: resolutions, aid and peace-keeping duties
to secure a lasting
impossible to resolve
peace?
the Arab-Israeli • Camp David meetings; the Oslo Accords
issue? • How far have
international
• the establishment of the Palestinian Authority, 1996
diplomatic
negotiations
Divisions that restricted progress towards peace:
improved Israel's
relations with Arab • political parties: Likud, Labour
states and the
Palestinians? • how elections in Israel affected the peace process
• How have divisions
within Israel affected • religious issues
the peace process?
• How have rivalries Rivalries among Palestinians:
among Palestinians • the nature of the PLO at its founding
affected progress
towards a • Intifada, and the rise of Hamas
settlement?
• Hezbollah and Gaza
61

Learner Guide Cambridge Assessment International Education 1 Hills Road, Cambridge, CB1 2EU, United Kingdom t: +44 1223 553554 f: +44 1223 553558 e: info@cambridgeinternational.org www.cambridgeinternational.org Copyright © UCLES October 2017 62

Learner Guide
Cambridge Assessment International Education
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
e: info@cambridgeinternational.org www.cambridgeinternational.org
Copyright © UCLES October 2017
62

324828-learner-guide-for-cambridge-igcse-history-0470